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OrganizationsTraining typeTraining TitleTopic(s)Organizer(s)Credit AvailableLink to Access Training
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E-BasedAcademyE-Learning CourseOrganizational Trauma: Pathways for Becoming Trauma Informed OrganizationsCourse Description:
This workshop will explore and identify how trauma impacts systems and organizations as well as individuals, creating cycles of dysfunction and/or traumatic parallel process. We will review foundational information from SAMHSA, the Sanctuary Model and others, regarding the implementation of a trauma-informed approach in organizations and systems. Organizations and systems become "trauma-informed" by incorporating in all aspects of service delivery an understanding of and responsiveness to the prevalence, nature, and impact of trauma, as well as by implementing intentional policies, protocols, and procedures that actively and deliberately resist re-traumatization. Adopting a trauma-informed approach in organizations and service systems creates a supportive, affirming, and therapeutic environment for our workforce, as well as for individuals who have experienced trauma and come to us for support and treatment.

Learning Objectives:
1. Explore and identify how trauma impacts systems and organizations as well as individuals, creating cycles of dysfunction and/or traumatic parallel process;
2. Compare and align SAMHSA’s TIC principles with organizational values;
3. Identify organizational stressors that are commonly noticed within organizations/systems that may re-traumatize/harm individuals who are seeking assistance as well as staff;
4. Define and explore universal precautions to prevent organizational harms.
5. Identify and explore programs and resources for organizations to “recover” and evolve into Trauma Informed Organizations.		OhioMHAS TIC Learning SeriesCounselors: 2.75 CPE's
Social Workers: 2.75 CPE's
Psychologists: 2.75 MCE's
Chemical Dependency: 2.75 CE's (TR1 & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseOrganizational Trauma: Caring for the Caregivers: Trauma Informed Care and Provider WellnessCourse Description:
The unprecedented impact of COVID-19 has highlighted pre-existing stressors on the mental health workforce. Among those most affected by severe stressors, this may lead to burnout, as well as symptoms of depression, anxiety, or PTSD. Despite the scale of these stressors, it is also true that many individuals will be resilient and will not develop chronic mental health concerns. Although people often think about resilience as a trait, that people either do or do not possess, it is instead a skill that be learned and fostered. Dr. Kaysen is a leading researcher on the effects of stress, and specifically on traumatic stress, on mental health. She has focused her current efforts on ways to help provide more accessible mental health care to those in need, including accessible and scalable strategies for improving mental health concerns among healthcare workers. Dr. Kaysen will discuss specific strategies to help mitigate stress associated with providing trauma-informed care and to help build resilience. She will also provide links to free online tools that can be used to help support ongoing coping and will provide a walkthrough of the healthcare worker mental health tool Pause a Moment developed at Stanford.

Learning Objectives:
1) Describe modifiable risk factors for burnout or compassion fatigue.
2) Identify at least two warning signs of burnout or compassion fatigue.
3) Compare and contrast two different approaches to preventing burnout or compassion fatigue.
4) Choose at least 1 strategy to implement to increase healthcare worker resilience. 		OhioMHAS TIC Learning SeriesSocial Workers: 3.0 CPE's
Counselor: 3.0 CPE's
Psychologists: 3.0 MCE's
Chemical Dependency: 3.0 CE's (TR1 and PR1) 		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseOrganizational Trauma: Integrating Trauma Informed Principles Into Policies and Practices Course Description:
During this workshop, participants will be offered ways to evaluate current policies and practices through a trauma and resilience lens. This facilitation will build on the principles, offer a method for reviewing policies and practices, and provide examples of trauma informed policies and practices.

Learning Objectives:
1. Explore how trauma informed principles impact policies and practices
2. Be familiar with a policy review process
3. Explore trauma informed policies and practices		OhioMHAS TIC Learning SeriesChemical Dependency: 3.0 CE's (TR1 & PR1)
Psychologists: 30. MCE's
Social Workers: 3.0 CPE's
Counselors: 3.0 CPE's		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseOrganizational Trauma: Moving From Trauma Aware to Trauma CompetentCourse Description:
In this presentation, participants will learn best practices for moving an organization from trauma aware to where trauma competent is the norm. They will be provided examples of trauma informed programs and resources for assessing existing organizational structure, conducting environmental scans, impacting policies and procedures, staff wellbeing and creating an action plan for organizational change.

Learning Objectives:
Distinguish between trauma aware and trauma competent
Discuss best practices for changing organizational culture
Define environmental scan
Illustrate secondary trauma		OhioMHAS TIC Learning SeriesSocial Workers: 2.5 CPEs
Counselors: 2.5 CPEs
Psychologists: 2.5 MCEs		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCollective Trauma/Culture: Hispanic/Latinos and TraumaCourse Description:
This training will define Hispanic/Latino identity and provide knowledge on the diversity, values, beliefs, and cultures among Hispanic/Latinos. Through promoting cultural humility and proficiency, participants will develop their knowledge on the various ways this population approaches health and mental health. Participants will gain tools to respond in more culturally relevant and trauma informed way.

Learning Objectives:
1. To gain an increased understanding of the diversity, values, beliefs, and culture among Hispanic/Latinos
2. To further develop a knowledge base of the different ways that Hispanic/Latinos approach health and mental health.
3. To acquire an increased awareness of how to modify mental health services in order to be more culturally relevant.
4. To gain additional tools to make mental health services more aligned with trauma-informed care principles		OhioMHAS TIC Learning SeriesSocial Workers: 2.5 CPE's
Counselors: 2.5 CPE's
Psychologists: 2.5 MCE's
Chemical Dependency: 2.5 CE's (TR1 & CC)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCollective Trauma/Culture: Working With Immigrants and Their Families: Pyscho-social and Trauma-Informed Approach Part 1Course Description:
The goal of this course is to provide clinical social workers, marriage and family therapists, psychologists and other health care, mental health/human service professionals in-depth understanding of the psychosocial variables related to immigration and their impact on the mental health and cultural adjustment of immigrants, their families and children. It highlights the traumatic experiences of refugees and other involuntary immigrants and how they manifest themselves in different forms of trauma related disorders, depressive disorders. and other mental health issues. This course also outlines the issues related to immigration experiences, generational issues in immigrant families, common pitfalls and errors in working with immigrants, their families and children. It highlights some effective strategies in providing culturally sensitive psychotherapy, trauma informed assessment, clinical intervention and case management service to this population. It also discusses how to use interpreters appropriately and effectively.

Learning Objectives:
1. Formulate, develop, and apply culturally sensitive interviewing techniques in working with both adults and children in the immigrant family system.
2. Identify common pitfalls and errors in working with immigrant clients and family systems.
3. Utilize the knowledge of the factors affecting the acculturation of immigrant adults and children in developing appropriate service plans for them.
4. Identify and Formulate treatment approaches in working with traumatic experiences of refugees and other involuntary immigrants that manifest themselves in different forms of trauma related disorders, depressive disorders and other mental health issues.
5. Identify and evaluate potential problems that might disrupt the stability and undermine the integrity of the immigrant families such as cultural and linguistic differences between different generations that manifest themselves in role conflicts, role reversals, power struggles and communication problems.
6. Utilize culturally appropriate skills including appropriate ways in using interpreters in assisting immigrant clients and family to overcome institutional and psychological barriers in assessing appropriate health care and mental health services.		OhioMHAS TIC Learning SeriesSocial Workers - 2.5 CPE's
Counselors - 2.5 CPE's
Psychologists - 2.5 MCE's
Chemical Dependency - 2.5 CE's (TR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCollective Trauma/Culture: Working With Immigrants and Their Families: Pyscho-social and Trauma-Informed Approach Part 2Course Description:
The goal of this course is to provide clinical social workers, marriage and family therapists, psychologists and other health care, mental health/human service professionals in-depth understanding of the psychosocial variables related to immigration and their impact on the mental health and cultural adjustment of immigrants, their families and children. It highlights the traumatic experiences of refugees and other involuntary immigrants and how they manifest themselves in different forms of trauma related disorders, depressive disorders. and other mental health issues. This course also outlines the issues related to immigration experiences, generational issues in immigrant families, common pitfalls and errors in working with immigrants, their families and children. It highlights some effective strategies in providing culturally sensitive psychotherapy, trauma informed assessment, clinical intervention and case management service to this population. It also discusses how to use interpreters appropriately and effectively.

Learning Objectives:
1. Formulate, develop, and apply culturally sensitive interviewing techniques in working with both adults and children in the immigrant family system.
2. Identify common pitfalls and errors in working with immigrant clients and family systems.
3. Utilize the knowledge of the factors affecting the acculturation of immigrant adults and children in developing appropriate service plans for them.
4. Identify and Formulate treatment approaches in working with traumatic experiences of refugees and other involuntary immigrants that manifest themselves in different forms of trauma related disorders, depressive disorders and other mental health issues.
5. Identify and evaluate potential problems that might disrupt the stability and undermine the integrity of the immigrant families such as cultural and linguistic differences between different generations that manifest themselves in role conflicts, role reversals, power struggles and communication problems.
6. Utilize culturally appropriate skills including appropriate ways in using interpreters in assisting immigrant clients and family to overcome institutional and psychological barriers in assessing appropriate health care and mental health services.		OhioMHAS TIC Learning SeriesSocial Workers - 2.5 CPE's
Counselors - 2.5 CPE's
Psychologists - 2.5 MCE's
Chemical Dependency - 2.5 CE's (TR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCollective Trauma/Culture:Trauma Informed Family Engagement: The Intersection of Racism, Bias and Traumatic Stress Part 1Course Description:
Join us to explore what it means to be trauma informed in our engagement with families. Together we will explore the cultural and historical context of trauma, learn about structural racism and our own implicit bias. We will unpack the potential impact of those issues on our engagement with families. Participants will identify the six guiding principles for trauma informed care, understand the benefits of authentic family engagement, as well as developing strategies for implementing trauma informed family engagement practices.

Learning Objectives:
Participants will be able to define family engagement and trauma-informed care.
Participants will be able to identify barriers to family engagement.
Participants will explore the policies that created and support structural racism.		OhioMHAS TIC Learning SeriesSocial Worker - 3.25 CPE's
Counselor - 3.25 CPE's
Psychologists - 3.25 MCE's
Chemical Dependency - 3.25 CE's (TRI & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning Course
Collective Trauma/Culture:Trauma Informed Family Engagement: The Intersection of Racism, Bias and Traumatic Stress Part 2		Course Description:
Join us to explore what it means to be trauma informed in our engagement with families. Together we will explore the cultural and historical context of trauma, learn about structural racism and our own implicit bias. We will unpack the potential impact of those issues on our engagement with families. Participants will identify the six guiding principles for trauma informed care, understand the benefits of authentic family engagement, as well as developing strategies for implementing trauma informed family engagement practices.

Learning Objectives:
Participants will understand how implicit bias impacts thinking and behavior.
Participants will be able to understand that racial equity is required to address structural inequality.
Participants will learn and develop strategies to improve trauma informed family engagement.		OhioMHAS TIC Learning SeriesSocial worker - 2.25 CPE's
Counselor - 2.25 CPE's
Psychologists - 2.25 MCE's
Chemical Dependency - 2.25 CE's (TR1 & CC)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Best Practices for Treating TraumaCourse Description:
There is a large and increasing number of treatment approaches and assessment tools being offered to address Posttraumatic Stress Disorder and other trauma-related problems in adults. The efficacy and effectiveness of these methods is not always well established. This webinar will review the current evidence base and its gaps as well as published practice guidelines. We will offer suggestions to assist in selecting treatments, measuring treatment effects, and incorporating assessment data into clinical decision-making throughout the course of treatment.

Learning Objectives:
1. Describe different treatments for Posttraumatic Stress Disorder and related problems
2. Review the evidence base for different treatments and identify areas where more research is needed
3. Review clinical practice guidelines and considerations in treatment selection
4. Describe recommended tools for assessing trauma exposure, PTSD, and related problems
5. Review considerations in selecting tools for different settings and purposes
6. Review uses of assessment data in measuring treatment effects, informing clinical decision-making, and increasing client engagement		OhioMHAS TIC Learning SeriesSocial Workers: 3.0 CPE's
Counselors: 3.0 CPE's
Psychologists: 3.0 MCE's
Chemical Dependency: 3.0 CE's (TR1 & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Dialectical Behavior Therapy for Borderline Personality Disorder: A Primer Part 1Course Description:
This workshop consists of an overview of the core elements of DBT: its theoretical underpinnings, the structure of the treatment, and key treatment strategies.

Learning Objectives:
1) Describe the theory, principles, and foundations underpinning DBT
2) Understand the structure and function of each treatment mode of DBT
3) Assess target behaviors using a chain analysis
4) Learn the core acceptance (i.e., validation) and change strategies in DBT		OhioMHAS TIC Learning Series
Social Workers: 2.75 CPE's
Counselors: 2.75 CPE's
Psychologists: 2.75 MCE's
Chemical Dependency Board: 2.75 CE's (TR1 & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Dialectical Behavior Therapy for Borderline Personality Disorder: A Primer Part 2Course Description:
This workshop consists of an overview of the core elements of DBT: its theoretical underpinnings, the structure of the treatment, and key treatment strategies.

Learning Objectives:
1) describe the theory, principles, and foundations underpinning DBT
2) understand the structure and function of each treatment mode of DBT
3) assess target behaviors using a chain analysis
4) learn the core acceptance (i.e., validation) and change strategies in DBT		OhioMHAS TIC Learning SeriesSocial Worker CPEs: 2.75
Counselor CPEs: 2.75
Psychologist MCEs: 2.75
Chemical Dependency CEs: 2.75 (TR1 & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Cognitive Behavioral Therapy for Trauma Course Description:
This is an introductory course to using Cognitive Behavioral Therapy in the treatment of Post-Traumatic Stress Disorder and other trauma-related conditions.

Learning Objectives:
Name the three core components of treating PTSD using a CBT approach
Describe how to help patients challenge their own unhelpful thinking patterns
Discuss the role of avoidance in PTSD
Apply the cognitive model of PTSD to various case conceptualizations 		OhioMHAS TIC Learning SeriesSocial Workers: 5.5 CPE's
Counselors: 5.5 CPE's
Psychologists: 5.5 MCE's
Chemical Dependency: 5.5 CE's (C2)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Prolonged Exposure Therapy (PE) in the Treatment of Posttraumatic Stress Disorder - Part 1Course Description:
Unfortunately, we live in a dangerous world, and estimates are that 70% of us will experience a potentially traumatic event. All mental health providers need to know how to help their clients overcome trauma. Prolonged Exposure Therapy (PE) in the Treatment of Posttraumatic Stress Disorder will be described and data on its efficacy will be reviewed. The pharmacotherapy and psychotherapy literatures for posttraumatic stress disorder (PTSD) will be succinctly reviewed and discussed, focusing on cognitive behavioral treatments (CBT), and the various CBT techniques will be briefly described, including virtual reality exposure therapy. Pharmacotherapy and combination pharmacotherapy and psychotherapy treatments for PTSD will be discussed. Innovations in the treatment of PTSD, including medium of delivery, novel combination treatment, and early interventions will be presented. An intensive outpatient treatment model and pilot data will be presented.

Learning Objectives:
1. The audience will learn the basics of Prolonged Exposure Therapy (PE) and its efficacy with PTSD and comorbidities such as mood disorders.
2. The audience will become familiar with various treatments for PTSD, including the description and rational for treatment as well as available data on its efficacy. Interventions will include pharmacotherapy, psychotherapy and cognitive behavioral therapy (CBT). Specific CBT techniques to be covered include prolonged exposure and virtual reality exposure therapy. 		OhioMHAS TIC Learning SeriesPsychologists - 2 MCE's
Social Workers - 2 CPE's
Counselors - 2 CPE's		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Prolonged Exposure Therapy (PE) in the Treatment of Posttraumatic Stress Disorder - Part 2Course Description:
Unfortunately, we live in a dangerous world, and estimates are that 70% of us will experience a potentially traumatic event. All mental health providers need to know how to help their clients overcome trauma. Prolonged Exposure Therapy (PE) in the Treatment of Posttraumatic Stress Disorder will be described and data on its efficacy will be reviewed. The pharmacotherapy and psychotherapy literatures for posttraumatic stress disorder (PTSD) will be succinctly reviewed and discussed, focusing on cognitive behavioral treatments (CBT), and the various CBT techniques will be briefly described, including virtual reality exposure therapy. Pharmacotherapy and combination pharmacotherapy and psychotherapy treatments for PTSD will be discussed. Innovations in the treatment of PTSD, including medium of delivery, novel combination treatment, and early interventions will be presented. An intensive outpatient treatment model and pilot data will be presented.

Learning Objectives:
1. The audience will learn the basics of Prolonged Exposure Therapy (PE) and its efficacy with PTSD and comorbidities such as mood disorders.
2. The audience will become familiar with various treatments for PTSD, including the description and rational for treatment as well as available data on its efficacy. Interventions will include pharmacotherapy, psychotherapy and cognitive behavioral therapy (CBT). Specific CBT techniques to be covered include prolonged exposure and virtual reality exposure therapy.		OhioMHAS TIC Learning Serieshttps://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Introduction to Seeking Safety with Treatment InnovationsCourse Description:
Seeking Safety is an evidence-based, present-focused counseling model to help people attain safety from trauma and/or substance abuse. Seeking Safety was begun in 1992 under grant funding from the National Institute on Drug Abuse. It was developed by Lisa M. Najavits, PhD at Harvard Medical School and McLean Hospital. It has been used in many countries and has been translated into numerous languages. The Seeking Safety book provides client handouts and guidance for clinicians. You can obtain the book in various ways but the other Seeking Safety materials are available only from us.

Learning Objectives:
1. Review outcomes related to Seeking Safety
2. Review the treatment philosophy
3. Understand how the intervention is formatted and implemented		OhioMHAS TIC Learning Serieshttps://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: CBT-I - Part 1Course Description:
Insomnia is widely recognized to be the most common sleep problem and is also a leading complaint in primary care settings. The consequences and morbidity associated with chronic insomnia can be substantial across several domains and can include increased health care utilization, impaired quality of life, increased risk of falls and hip fractures, increased risk of medical and psychiatric disorders, and ultimately worse outcomes for all co-morbid disorders. Effective treatment of insomnia not only improves sleep quality and daytime functioning, but also may improve comorbid conditions such as depression, anxiety, and chronic pain. In particular, cognitive-behavioral treatments for insomnia have been shown to be of equal or greater effectiveness when compared to sedative hypnotic medication. This workshop is designed to provide clinical and research faculty from multiple disciplines the core elements of cognitive-behavioral treatment for insomnia. The course starts by grounding participants in the basics of sleep medicine that undergird the practice of CBT-I. It goes on to present systematic, empirically validated treatment methods and essential information about the etiology and evolution of chronic insomnia necessary to inform assessment, diagnosis, treatment, and the handling of treatment resistance

Learning Objectives:
1. Define the basics of sleep nomenclature including sleep period, phase, continuity, and architecture.
2. Define and distinguish acute insomnia from Insomnia Disorder and discuss the importance of treating the chronic form as a specifically targeted co-morbidity.
3. Cite the evidence for the efficacy of CBT-I for both primary and co-morbid insomnia disorder.
4. Explain the Spielman model of insomnia and basics of sleep regulation, and demonstrate how to utilize these concepts in the deployment of CBT-I
5. Explain how to obtain useable patient sleep diary data, and how to analyze the data for use in the course of CBT-I treatment
6. Apply the techniques of Stimulus Control and Sleep Restriction therapy to the treatment of chronic Insomnia
7. Apply the techniques of sleep hygiene education and cognitive therapeutic strategies to the treatment of chronic insomnia
8. Apply a decision-making algorithm to case conceptualization.
9. Explain the steps necessary to aide in good relapse prevention.		OhioMHAS TIC Learning SeriesSocial Workers - 3.75 CPE's
Counselors - 3.75 CPE's
Chemical Dependency - 3.75 CEU's (TR1 & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: CBT-I - Part 2Course Description:
Insomnia is widely recognized to be the most common sleep problem and is also a leading complaint in primary care settings. The consequences and morbidity associated with chronic insomnia can be substantial across several domains and can include increased health care utilization, impaired quality of life, increased risk of falls and hip fractures, increased risk of medical and psychiatric disorders, and ultimately worse outcomes for all co-morbid disorders. Effective treatment of insomnia not only improves sleep quality and daytime functioning, but also may improve comorbid conditions such as depression, anxiety, and chronic pain. In particular, cognitive-behavioral treatments for insomnia have been shown to be of equal or greater effectiveness when compared to sedative hypnotic medication. This workshop is designed to provide clinical and research faculty from multiple disciplines the core elements of cognitive-behavioral treatment for insomnia. The course starts by grounding participants in the basics of sleep medicine that undergird the practice of CBT-I. It goes on to present systematic, empirically validated treatment methods and essential information about the etiology and evolution of chronic insomnia necessary to inform assessment, diagnosis, treatment, and the handling of treatment resistance.

Learning Objectives:
1. Define the basics of sleep nomenclature including sleep period, phase, continuity, and architecture.
2. Define and distinguish acute insomnia from Insomnia Disorder and discuss the importance of treating the chronic form as a specifically targeted co-morbidity.
3. Cite the evidence for the efficacy of CBT-I for both primary and co-morbid insomnia disorder.
4. Explain the Spielman model of insomnia and basics of sleep regulation, and demonstrate how to utilize these concepts in the deployment of CBT-I
5. Explain how to obtain useable patient sleep diary data, and how to analyze the data for use in the course of CBT-I treatment
6. Apply the techniques of Stimulus Control and Sleep Restriction therapy to the treatment of chronic Insomnia
7. Apply the techniques of sleep hygiene education and cognitive therapeutic strategies to the treatment of chronic insomnia
8. Apply a decision-making algorithm to case conceptualization.
9. Explain the steps necessary to aide in good relapse prevention. 		OhioMHAS TIC Learning SeriesSocial Workers - 3.75 CPE's
Counselors - 3.75 CPE's
Chemical Dependency - 3.75 CEU's (TR1 & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: SafetyCourse Description:
Seeking Safety is an evidence-based, present-focused counseling model to help people attain safety from trauma and/or substance abuse. Seeking Safety was begun in 1992 under grant funding from the National Institute on Drug Abuse. It was developed by Lisa M. Najavits, PhD at Harvard Medical School and McLean Hospital. It has been used in many countries and has been translated into numerous languages. The Seeking Safety book provides client handouts and guidance for clinicians. You can obtain the book in various ways but the other Seeking Safety materials are available only from us.

Learning Objectives:
1. Define safety
2. Learn at least three ways to help clients learn and remember safe coping skills
3. Review process to build safety		OhioMHAS TIC Learning SeriesSocial Workers: 1.0 CPE's
Counselors: 1.0 CPE's
Psychologists: 1.0 MCE's
Chemical Dependency: 1.0 CE's (C2)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Clinical Treatments: Taking Good Care of YourselfCourse Description:
Seeking Safety is an evidence-based, present-focused counseling model to help people attain safety from trauma and/or substance abuse. Seeking Safety was begun in 1992 under grant funding from the National Institute on Drug Abuse. It was developed by Lisa M. Najavits, PhD at Harvard Medical School and McLean Hospital. It has been used in many countries and has been translated into numerous languages. The Seeking Safety book provides client handouts and guidance for clinicians. You can obtain the book in various ways but the other Seeking Safety materials are available only from us.

Learning Objectives:
1. Define self-care and self-neglect.
2. Learn how to assess self-care.
3. Gain resources for teaching self-care.
4. Learn how to effectively implement Taking Good Care of Yourself model of Seeking Safety. 		OhioMHAS TIC Learning SeriesSocial Workers: 1.0 CPE's
Counselors: 1.0 CPE's
Psychologists: 1.0 MCE's
Chemical Dependency: 1.0 CE's (TR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Training:Trauma Informed Supervision: Caring for You and for ThemCourse Description:
Today’s world has increasing upheaval and disconnection that has spilled over to the office. The idea of “leaving home at home” has become increasingly antiquated, and even if possible, there are plenty of on the job stressors that every employee must negotiate. Supervisors face pressures of workforce shortages, staff burnout and secondary traumatic stress (STS), and increasingly higher demands, as well as their own feelings of burnout and STS. Trauma-informed supervision supports staff in a way that allows for better work with individuals the organization served and overall improved culture. Attend the training to find out more and explore your own strengths and opportunities to grow as a trauma-informed supervisor.

Learning Objectives:
1. Participants will be able to define trauma informed supervision
2. Participants will be able to identify at least three elements of trauma-informed supervision.
3. Participants will assess their own strengths and opportunities lie to provide trauma-informed supervision and identify two trauma-informed action steps to take in the weeks following the training to continue their supervisory growth. 		OhioMHAS TIC Learning SeriesPsychologists - 3 MCE's
Social Workers & Counselors - 3 CPE's
Chemical Dependency - 3 CE's (TR1 & PR1)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseCore Training: Mapping Your Models to TIC PrinciplesCourse Description:
Whether you are on Sigmund Freud’s couch or engaging in the latest efficacy-based interventions, there are three stages to successful trauma resolution: re-experiencing, releasing and reorganizing. We will explore your current treatment methods and how they can be used to promote movement through the 3 Rs of trauma resolution. Interventions to assist in safe movement through the stages and those to dismantle trauma triggers, improve connection and heal damaged areas of the brain will be presented. Ways to introduce this healing work, support the client as they work the interventions and prepare the client and their caregiver for how to handle what may follow after session will also be presented. Service plan goals and objectives will also be presented to assist in bringing this treatment to your current work.

Learning Objectives:
Participants will be able to identify and develop:
1. with clients the felt safety needed to address trauma in session and remain regulated between sessions.
2. service planning and interventions for diminishing trauma re-enactment symptoms through the Re-experiencing phase of trauma resolution by using interventions for externalization and sensory processing of traumatic experiences.
3. service planning and interventions to address the Release stage of trauma resolution by working with interventions that honor and explore the hidden resilience in survival skills, target arousal reduction, and supports regulation.
4. service planning and interventions to eliminate trauma’s effect on daily life through the Reorganization stage of trauma recovery with interventions to increase felt safety and interpersonal safety, address attachment issues and promote posttraumatic growth		OhioMHAS TIC Learning SeriesSocial Worker CPEs: 3.0
Counselor CPEs: 3.0
Psychologists MCEs: 3.0 		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseSubstance Use Disorders in Individuals with Intellectual DisabilitiesCourse Description:
This is a one-hour training will describe Mental health providers will describe best practices and evidence supported principles for recognizing and treating individuals in this population. This one-hour training will include presentation and discussion of how substance abuse affects the IDD population. Participants will learn best practices and evidence supported principles to help them recognize and treat substance abuse disorders with this population.

Learning Objectives:
1. Identify risk factors for substance use in individuals with Intellectual Disabilities (ID)
2. Identify signs of substance use in individuals with ID
3. Identify treatment options for substance use disorders in individuals with ID		Mental Illness Intellectual Disability Learning SeriesRN/LPN - 1.0 CE's
Social Worker - 1.0 CPE's
Counselor - 1.0 CPE's
Psychologist - 1.0 MCE's		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseScope and Standards of Nursing in Individuals with Intellectual DisabilitiesCourse Description:
Individuals with intellectual disabilities (ID) are treated across all disciplines in medicine, but despite this many of their direct care providers have discomfort due to lack of education in treating this population. Treatment provided by nurses is integral in quality care for these individuals. The scope of nursing practice extends across all levels of care and educational settings, which is unlike many other nursing specialties. This leads to role ambiguity and the perception that individuals with ID are particularly challenging to work with. Treating individuals with ID is a complex and unique field, but it is also highly rewarding when appropriate high-quality care is successfully provided.

Learning Objectives:
1) Describe the history of treatment of individuals with ID within in the medical system and the unique role nurses have had in their treatment.
2) Describe the scope and standards of providing nursing to individuals with ID.
3) Describe the five tenets characteristic of ID nursing practice.		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CE's
Social Worker: 1.0 CPE's
Counselor: 1.0 CPE's
Psychologists: 1.0 MCE's		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseMental Health and Suicide in IDDCourse Description:
This training will cover the most common presenting mental health symptoms and conditions in individuals with IDD. Information for families and caregivers to both recognize mental health symptoms and address them will be discussed. This talk will also discuss suicide, including the epidemiology and strategies for preventing and interviening. This will include special considerations in people with intellectual or developmental disabilities.

Learning Objectives:
1. Recognize common symptoms that may signal mental health concerns.
2. Identify when and how to reach out for help for mental health conditions for oneself or for a family member/dependent with IDD.
3. Describe several strategies for preventing suicide and intervening if a loved one is experiencing thoughts of suicide.		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CE's
Social Worker: 1.0 CPE's
Counselors: 1.0 CPE's
Psychologist: 1.0 MCE's		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseIntroduction to IDD PsychiatryCourse Description:
This training will provide an overview of basic medical and mental healthcare for patients with intellectual disability. Topics covered will include important terminology and definitions, information for families regarding mental healthcare, and basics of assessment and evaluation. The talk will also cover important information about intellectual and developmental disabilities and common co-occurring conditions.

Learning Objectives:
1. Define essential terms in the treatment of patients with intellectual and developmental disabilities
2. Describe the common components of a medical appointment and mental health evaluation for patients with IDD and understand how to prepare for an appointment;
3. Recognize common conditions associated with IDD patient care.		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CE's
Social Workers: 1.0 CPE's
Counselors: 1.0 CPE's
Psychologists: 1.0 MCE's		https://www.ebasedacademy.org/learn
28
E-BasedAcademyE-Learning CourseFirst Aid: Information for First Responders and TelepsychiatryCourse Description:
This training will discuss the role of emergency response for patients with IDD. In addition to reviewing the basics of emergency assessment and treatment for patients with mental illness, the specific considerations for patients with co-occurring intellectual and developmental disabilities will be covered. The second part of this talk will review technological advancement and state-level support for telepsychiatry, It was particularly highlight Ohio’s Technology First, and how these initiatives function to provide resources for patients with IDD.

Learning Objectives:
1. Recognize basic signs of a mental health emergency, including for patients with IDD.
2. Describe a basic emergency assessment for a patient with IDD in an emergency;
3. Describe several available technology-based resources for people living with IDD.		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CE
Social Worker: 1.0 CPE
Counselor: 1.0 CPE
Psychologist: 1.0 MCE		https://www.ebasedacademy.org/learn
29
E-BasedAcademyE-Learning CourseTrauma and People with IDDCourse Description:
Patients with intellectual disability (ID) experience trauma at rates significantly higher than the general population. Some may have limited coping skills and mechanisms to recover from trauma. This process is often complicated by communication challenges and limited expressive language skills. For those with ID, the trauma must be defined by the individual and may include everyday events such as feeling stigmatized, isolated or marginalized. This training will describe interview techniques, trauma response and interventions, as well as how the recovery process can be facilitated in the context of cognitive deficits. The presenter will also discuss Psychological First Aid, and other keys to evaluation and the treatment for Trauma- and Stress-Related Disorders for patients with ID.

Learning Objectives:
1. Identify various behavioral presentations of patients with ID who have experienced trauma, and how different categories of ID (mild, moderate, severe) will respond to trauma differently depending on the developmental stage in which they function.
2. Identify the prevalence of trauma in the intellectual disability patient population and the process of trauma recovery for this group.
3. Identify different interviewing techniques for this patient population, including Psychological First Aid, and strategies for de-escalation when persons with ID are agitated		Mental Illness Intellectual Disability Learning SeriesRN/LPN - 1.0 CEs
Social Worker - 1.0 CPEs
Counselor - 1.0 CPEs
Psychologists - 1.0 MCEs		https://www.ebasedacademy.org/learn
30
E-BasedAcademyE-Learning CourseProviding Behavior Management for Individuals with Intellectual DisabilitiesCourse Description:
Individuals with intellectual disabilities (ID) can have all of the same psychiatric disorders are the general population, and in some cases are at a higher risk for developing them. These disorders as associated with an increased risk for particular behavioral manifestations. Individuals with ID are often overlooked and undertreated, with their behaviors only attributed to their ID. Similarly, those with a diagnosed psychiatric disorder may have those behaviors attributed to that disorder without an appropriate workup for alternative causes, leading to a delay in the appropriate treatment. Treatment for these behaviors varies on the individual and should focus on the underlying etiology with a holistic, patient-centered approach.

Learning Objectives:
1)Discuss the role of nurses caring for individuals with intellectual disabilities (ID) presenting with behavioral concerns.
2)Describe what parts of a psychosocial history that are particularly important to obtain in individuals with ID being evaluated for a mental health condition.
3)Discuss several key classes of psychoactive medications and their side effects used in individuals with ID with a psychiatric disorder.		Mental Illness Intellectual Disability Learning SeriesRN/LPN - 1.0 CEs
Social Workers - 1.0 CPEs
Counselor - 1.0 CPEs
Psychologists - 1.0 MCEs		https://www.ebasedacademy.org/learn
31
E-BasedAcademyE-Learning CourseNeurological Conditions in Individuals with Intellectual DisabilitiesCourse Description:
Individuals with intellectual disabilities (ID) often suffer from co-occurring neurologic conditions, which can greatly affect their quality of life. These individuals are more likely to suffer from conditions such as seizure disorders, attention-deficit/hyperactive disorder, autism spectrum disorder, dementia, delirium, and motor disorders (e.g., tics, antipsychotic-induced). ID is commonly comorbid with other neurodevelopmental disorders, often before the child enters grade school. Sometimes ID is associated with the development of neurocognitive disorders later in life. ID may be associated with a known environmental factor (e.g., prenatal alcohol exposure) or genetic condition that can predispose to other neurologic problems (e.g., Down Syndrome is a risk factor for Alzheimer’s dementia). Neurologic disorders can be difficult to diagnose in those with ID due to barriers in communication. Because these disorders increase impairment of personal, social, academic, or occupational functioning, identification can help clinicians improve assessment and treatment.

Learning Objectives:
1) Describe common neurological conditions in individuals with Intellectual Disabilities (ID)
2) Discuss the etiology and diagnosis of these conditions in individuals with ID
3) Define how these conditions can impact the functioning and treatment of individuals with ID		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CEs
Social Worker: 1.0 CPEs
Counselor: 1.0 CPEs
Psychologist: 1.0 MCEs		https://www.ebasedacademy.org/learn
32
E-BasedAcademyE-Learning CourseMood Disorders and Intellectual and Developmental DisabilitiesCourse Description:
Individuals with intellectual disability (ID) have a high risk of psychiatric diagnoses, including depression and other mood disorders. This module will review the criteria used to diagnose mood disorders and how clinical manifestations of these symptoms may present uniquely in individuals with intellectual disabilities. The presenter will use cases to illustrate assessment, diagnostic and treatment considerations for depressive disorders, bipolar disorders, mood disorders due to a general medical condition and substance/medication induced mood disorders. The presenter will also review challenges and practical tips associated with the treatment of these conditions within the ID population.

Learning Objectives:
1. Discuss diagnostic criteria for mood disorders in the general population and how symptomatology may present uniquely in individuals with intellectual disability (ID).
2. Identify diagnostic and treatment challenges associated with mood disorders among individuals.
3. Identify methods of overcoming the challenges associated with diagnosing and treating mood disorders among ID individuals .		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CEs
Social Worker: 1.0 CPEs
Counselor: 1.0 CPEs
Psychologists: 1.0 MCEs		https://www.ebasedacademy.org/learn
33
E-BasedAcademyE-Learning CourseCriminal Law and Intellectual DisabilitiesCourse Description:
Persons with intellectual disabilities (ID) are over-represented in the criminal justice system. This training discusses possible reasons why. Issues related to forensic evaluations, including competency to stand trial, criminal responsibility, the death penalty, and malingering are also covered. We summarize Supreme Court case law and federal statutes that are relevant to ID, as well as noting where laws may differ in different jurisdictions.

Learning Objectives:
1) Discuss persons with intellectual disabilities (ID) in the criminal justice system
2) Describe the statutory criteria for competency to stand trial (CST) and not guilty by reason of
insanity (NGRI)
3) Discuss criminal forensic evaluations for people with ID		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CEs
Social Worker: 1.0 CPEs
Counselor: 1.0 CPEs
Psychologist: 1.0 MCEs		https://www.ebasedacademy.org/learn
34
E-BasedAcademyE-Learning CourseCivil Legal Issues Related to Intellectual DisabilitiesCourse Description:
Persons with intellectual disabilities (ID) may be vulnerable to mistreatment and coercion, and often require legal protections and support in multiple circumstances. This training discusses civil rights and entitlements related to abuse and neglect, education, employment and general living. Medico-legal issues such as decisional capacity, civil competencies, guardianship, and civil commitment are addressed. We summarize Supreme Court case law and federal statutes that are relevant to ID, as well as noting where laws may differ in different jurisdictions.

Learning Objectives:
1) Discuss the vulnerabilities that individuals with intellectual disabilities (ID) may have related to abuse/neglect, education, employment, and general living
2) Define legal protections for individuals with ID
3) Describe laws and best practices related to civil legal matters related to ID		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CEs
Social Worker: 1.0 CPEs
Counselor: 1.0 CPEs
Psychologists: 1.0 MCEs		https://www.ebasedacademy.org/learn
35
E-BasedAcademyE-Learning CourseBirth to Death: Providing Nursing for Individuals with Intellectual DisabilitiesCourse Description:
Individuals with intellectual disabilities (ID) are seen in the medical system over the course of their entire life, often as early as the intrauterine period to as late as death. Nurses are an essential part of the interdisciplinary team, providing care in a variety of settings to a wide array of individuals with unique needs, working closely with individuals with ID, their families, and other providers. Individuals with ID have unique needs in addition to the normal challenges created as individuals transition from infancy to childhood, adolescence, adulthood, and eventually end of life care.

Learning Objectives:
1) Discuss the role of nurses caring for individuals with intellectual disabilities (ID) from birth to the end of life.
2) Describe barriers to care for individuals with ID as they transition from adulthood to childhood.
3) Describe the unique challenges individuals with ID experience from birth to the end of life		Mental Illness Intellectual Disability Learning SeriesRN / LPN: 1.0 CEs
Social Worker: 1.0 CPEs
Counselor 1.0 CPEs
Psychologists: 1.0 MCEs		https://www.ebasedacademy.org/learn
36
E-BasedAcademyE-Learning CourseAggression in IDDCourse Description:
In this course, we will discuss possible medical, psychological, and social components of aggressive behavior in individuals with intellectual disability. The course will address preparing for an evaluation for these behaviors as well as interventions and treatments that could be utilized.

Learning Objectives:
1. Describe common causes for aggressive behavior in individuals with intellectual disability
2. Learn how to gather information necessary for medical and behavioral assessment of aggressive behavior
3. Gain knowledge of interventions that could be useful for aggressive behavior `		Mental Illness Intellectual Disability Learning SeriesRN/LPN: 1.0 CE's
Social Worker: 1.0 CPE's
Counselor: 1.0 CPE's
Psychologists: 1.0 MCE's		https://www.ebasedacademy.org/learn
37
E-BasedAcademyE-Learning CoursePsychotherapy and Individuals with IDDCourse Description:
This one-hour course is designed to assist professionals learn practical approaches to treat MIDD individuals. Participants will learn how to be flexible in their therapeutic approach and adapt interventions to accommodate for differences in intellectual ability. There will also be a discussion of the misconceptions of the effectiveness of psychotherapy and the MIDD population.

Learning Objectives:
1. Describe how to prepare individuals with ID for the process of psychotherapy.
2. Discuss the appropriate therapeutic approaches to consider when working with individuals with ID.
3. Define psychotherapy topics that often impact individuals with ID.		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
38
E-BasedAcademyE-Learning CourseBest Practices for Working with Individuals with Co-Occurring Mental Illness and IDDCourse Description:
Supporting individuals with Intellectual and Developmental Disabilities (IDD)and co-occurring mental illness (MI)can be difficult. This course will cover pro-active steps to avoid aggression and agitation as well as de-escalation methods. Good team communication can also help support those people with MI and IDD. The Integrated Dual Disorder Treatment (IDDT) model has also been adapted for treatment of people with IDD as well. Practical tips in working with people with Borderline Personality Disorder, Mood Disorders, Anxiety Disorders, and Trauma co-occurring with IDD will be discussed

Learning Objectives:
1. Identify practical methods to support so-called ‘difficult consumers’
2. Describe solutions to avoid fractures in the support team
3 Explain how the IDDT model can help people with IDD as well as mental illness		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
39
E-BasedAcademyE-Learning CoursePersonality Disorders with MIDDCourse Description:
The validity of diagnosis of personality disorder in an individual with intellectual and developmental disabilities (IDD) has been debated. The scientific literature of these diagnoses will be discussed with Antisocial personality disorder (AsPD) and borderline personality disorder (BPD) having most scientific research. Common symptoms associated with personality disorder are longstanding patterns of interpersonal difficulties, problems with emotional regulation, and deviates markedly from norms and experiences of the individual’s culture (DSM-5-TR). DM-ID-2 adapts DSM-5 criteria for people with IDD, thus placing personality disorders within the context of IDD culture. Treatment options will be discussed as well as practical suggestions for clinicians and direct care professions.

Learning Objectives:
1. Describe the scientific literature base for diagnoses of IDD and personality disorders
2. List the adaptations for the diagnosis of personality disorder in someone with IDD
3. Discuss available treatment options as well as practical suggestions for clinicians		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
40
E-BasedAcademyE-Learning CoursePsychotic Disorders for Persons with IDDCourse Description:
This is a one-hour training will describe the diagnostic criteria for the diagnoses of psychotic disorders including schizoaffective disorder and schizophrenia in individuals with intellectual and developmental disorders (IDD). While more research is needed, people with IDD are thought to have a higher prevalence of psychotic disorders than people without IDD. Common presentations of psychotic symptoms will be described as well as those symptoms that can mimic psychotic illness such as anti-NMDA receptor encephalitis and stimulant use. Prescription of and monitoring related to antipsychotic medication will also be discussed as well as non-pharmacologic interventions.

Learning Objectives:
1. List adaptations for the diagnosis of psychotic disorders in people with IDD
2. Describe common presentations for psychotic disorders in people with IDD
3. Discuss treatment of psychotic disorders and necessary monitoring related to medication use		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
41
E-BasedAcademyE-Learning CourseNon-pharmacologic interventions for persons with IDDCourse Description:
This course will describe non-pharmacologic interventions including occupational therapy, speech therapy, physical therapy, sensory assessments, behavioral support, and other interventions. Individuals with Intellectual and Developmental Disability have a high rate of polypharmacy including psychotropic polypharmacy (McMahon et al., 2020). Physicians can feel pressured to prescribe a medication, but in addition to gathering a sufficient history (including grief, loss, and trauma) they can also “prescribe” non-pharmacologic interventions.

Learning Objectives:
1. Describe allied health interventions for patients with co-occurring mental illness and IDD
2. Illustrate common non-pharmacologic interventions for people with co-occurring mental illness andIDD
3. List practical techniques to meet the needs of people with co-occurring disorders		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
42
E-BasedAcademyE-Learning CourseMedical Assessment with IDDCourse Description:
This is a one-hour training will include presentation and discussion of how individuals with intellectual disabilities often present for mental health evaluation with behavior change, which may be related to under-diagnosed or under-treated medical conditions. It is important for the mental health clinician to be aware of the most common medical conditions which are overlooked, especially those which cause discomfort or pain. This training reviews common medical conditions associated with various syndromes of intellectual disabilities, as well as providing an organ system review outlining prevalence data and altered presentations seen in patients with intellectual disabilities.

Learning Objectives:
1. Identify various behavioral presentations of patients with co-occurring mental illness and intellectual disabilities (ID) and synthesize the etiology using the Bio-Psycho-Social-Developmental Formulation.
2. List the top causes of mortality in ID. Familiarize the most common medical conditions under-diagnosed in patients with ID that can present with aggression.
3. Evaluate the diagnostic overshadowing and understand its effect on clinicians evaluating patients with communication limitations and identify various nuances of prescribing psychotropic medications with this specialized population.		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
43
E-BasedAcademyE-Learning CourseServices and Supports Administrators and Case Managers in the IDD SystemCourse Description:
Patients with intellectual disabilities often present with aggression toward self or others in clinical settings, and often present to emergency departments when in fact they have undiagnosed or under-treated medical conditions and communication challenges. Presenter will use examples to illustrate assessment considerations to determine the cause of the behavior. Presenter will discuss interventions shown to be effective in patients with ID who have behavior change. The roles of Services and Supports Administrators from the DD System and the Case Managers from the Mental Health System are both unique and critically important. Presenter will review the roles of each and why they are key players in the effective communication and treatment of persons with ID.

Learning Objectives:
1. Attendees will be familiar with various behavioral presentations of patients with co-occurring mental illness and intellectual disability (ID), and the most common medical conditions under-diagnosed in patients with ID.
2 Participants will gain a clear understanding of their role on a multidisciplinary team and the uniqueness of their contributions to the treatment of the person with ID
3. Participants will be able to identify different interviewing techniques for this patient population, and strategies for de-escalation when persons with ID are agitated.		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
44
E-BasedAcademyE-Learning CoursePsychiatric Assessment and Interviewing Techniques in IDDCourse Description:
This is a one-hour training will include presentation and discussion of communication difficulties with individuals with intellectual disabilities as some may have no usable verbal language skills or may be non-verbal. There are many nuances and observational skills which can increase not only the quality and accuracy of the information gained in an interview but can also assist in building the therapeutic alliance. Frequently, receptive language skills are better developed than expressive language skills. The mental health clinician can improve interview techniques with this specialized population by ‘managing the triangle’ when caregivers or family members are present and by being well informed about high and low yield question types, cultural and educational factors, and by talking directly to the patient regardless of the patient's expressive language skills. Effective alterations in the psychiatric/clinician assessment are identified and discussed.

Learning Objectives:
1. Learn various communication difficulties of the IDD population
2. Learn how to build a therapeutic alliance with IDD patients
3. Learn interviewing techniques used in psychiatric assessment with IDD patients		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
45
E-BasedAcademyE-Learning CourseProviding Gender-Affirming Care for Intellectually Disabled IndividualsCourse Description:
This course will cover transgender and gender diverse (TGD) issues in intellectually disabled (ID) individuals. It will lay foundational terminology, as well as discuss various approaches and interventions for gender affirming care in the ID patient population.

Learning Objectives:
1. Learn general terminology and epidemiology of TGD (Transgender and Gender Diverse) individuals in ID (Intellectually Disabled) population.
2. Learn practical adaptions for clinical settings to be inclusive to TGD patients
3. Learn the continuum of the Gatekeeper and Informed Consent Models of care to understand the art of practicing gender affirming care		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
46
E-BasedAcademyE-Learning CoursePsychopharmacological Management for Individuals with Intellectual DisabilitiesCourse Description:
This is a one-hour training will include presentation and discussion of how clinicians can develop familiarity, understand intended results, and follow guidelines with the use of psychoactive medications with IDD patients. as these can help providers and caregivers of ID persons safely and effectively manage mental health conditions. As a common component in the whole-person approach to mental health treatment in the ID population, psychotropic medications can be exceptionally beneficial to overall well-being when utilized and monitored appropriately. This program will also help identify and navigate the challenges of IDD patients as they are more likely to be treated with complex medication regimens that can have adverse reactions and they often have difficulty communicating how medications are affecting them.

Learning Objectives:
1) Recognize common medications and classes used to treat mental health conditions in individuals with Intellectual Disabilities (ID)
2) Describe general guiding principles when utilizing psychotropic medications with the Intellectual Disabilities (ID) population.
3) Identify recommended practices for monitoring the use of psychotropic medications in persons with Intellectual Disabilities (ID) 		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
47
E-BasedAcademyE-Learning CourseIDD for Direct Service ProfessionalsCourse Description:
Patients with intellectual disabilities often present with aggression toward self or others in clinical settings, and often present to emergency departments when in fact they have undiagnosed or under-treated medical conditions and communication challenges. Presenter will use examples to illustrate assessment considerations to determine the cause of the behavior. Presenter will discuss interventions shown to be effective in patients with ID who have behavior change. The roles of Services and Supports Administrators from the DD System and the Case Managers from the Mental Health System are both unique and critically important. Presenter will review the roles of each and why they are key players in the effective communication and treatment of persons with ID.

Learning Objectives:
1. Attendees will be familiar with various behavioral presentations of patients with co-occurring mental illness and intellectual disabilities (ID), and most common medical conditions under-diagnosed in patients with ID.
2. Participants will gain a clear understanding of their role on a multidisciplinary team and the uniqueness of their contributions to the treatment of the person with ID
3. Participants will be able to identify various nuances of interviewing techniques for this specialized patient population, and strategies for de-escalation when persons with ID are agitated.		Mental Illness Intellectual Disability Learning SeriesPsychologist MCEs: 1.0
RN & LPN CEs: 1.0
Social Worker and Counselor CPEs: 1.0		https://www.ebasedacademy.org/learn
48
E-BasedAcademyE-Learning CourseWhen FASD and Trauma Intersect: Understanding and Supporting Children and Their CaregiversCourse Description:
The past two decades have seen a better understanding of the impact of prenatal alcohol exposure on the developing fetus and child development. These past 20 years has witnessed an increase in our understanding of the impact of trauma on children’s growth and development. However, as these two fields have expanded, our knowledge about the intersection of FASD and trauma remains in its infancy. Both have a significant impact on how the child develops and how these exposures increase risk to overall development throughout childhood and into adulthood. Caregivers of children with history of prenatal alcohol exposure and those of children with histories of trauma report high levels of parenting stress and challenges related to children’s behaviors, learning, and relationships. This presentation will explore the intersection of FASD and trauma. It will provide information about behaviors often seen and tips on supporting children who are impacted by both prenatal alcohol exposure and trauma. Finally, the importance of caregiver self-care will be highlighted as an essential element to helping these children reach their full potential.

Learning Objectives:
1. List at least three behaviors associated with children who have a history of both prenatal alcohol exposure and trauma.
2. Describe at least two strategies for reducing negative behaviors and increasing positive behaviors in children with prenatal alcohol exposure and trauma.
3. Discuss the importance of caregiver self-care in the overall developmental outcome of children with prenatal exposure to alcohol and trauma.		Social Worker and Counselors:1.5 CPE's
Pyschologists:1.5 MCE's
OCDP: CE's - Content Areas C5 - 1.25 and C7-1.5		https://www.ebasedacademy.org/learn
49
E-BasedAcademyE-Learning CourseDelivering Culturally Competent Care - The MACC ApproachCourse Description:
This Forum presentation will provide an overview of MACC's core trainings, defines culture, cultural competence, and cultural humility, and builds a case for the importance of cultural competence. C.A.R.E. (Consider, Accept, Recognize, Execute); C.L.A.S. (Cultural and Linguistically Appropriate Standards) Racial Equity; Trauma-Informed Care. The audience will learn how racial equity work requires a shift in perspectives and deeper historical learning. The training closes with a discussion on how to plan your approach to the diverse populations you are approaching to serve.

Learning Objectives:
1. Identify communities to be served and Learn the cultural norms and appropriate approaches
2. Establish relationships with community leaders and established organizations
3. Ensure you have appropriate workforce representation of appropriately trained translators		Social Worker and Counselors:1.5 CPE's
Pyschologists:1.5 MCE's
OCDP: 1.5 CE's - Content Area CC		https://www.ebasedacademy.org/learn
50
E-BasedAcademyE-Learning CourseCulturally Competent Practices in Caring for Individuals with FASDCourse Description:
This workshop will provide an overview of culturally competent practices for mental health providers and families/caregivers who care for individuals with Fetal Alcohol Spectrum Disorder (FASD).

Learning Objectives:
1 Participants will increase their knowledge of what FASD is and the impact it can have as an “invisible” diagnosis.
2. Participants will recognize the factors that impact individuals with FASD and their families including but not limited to: disability, socioeconomic status, familial systems & stressors, cultural and social factors.
3. Participants will be able to identify ways that stigma affects individuals with FASD and learn about advocacy methods to decrease stigma.		RN/LPN CEs: 3.0
Counselor CPEs: 3.0
Social Work CPEs: 3.0
Psychologists MCEs: 3.0
OCDP RCHs: C7 - .5, C8- 1.0, R1 - 2.0, R1 - 1.0
Number of CEUs: 3.0		https://www.ebasedacademy.org/learn
51
E-BasedAcademyE-Learning CourseBest Practices in Screening, Referral, and Diagnosis in Fetal Alcohol Spectrum DisordersCourse Description:
Individuals prenatally exposed to alcohol face many challenges due to the symptoms of Fetal Alcohol Spectrum Disorder (FASD). These difficulties present in their daily lives, school and social functioning, as well as interpersonal and family interactions. This webinar will provide a basic understanding of how prevalent FASD is, and the impact of prenatal alcohol exposure on the unborn baby.

Learning Objectives:
1. Participants will be able to identify best practices for screening for FASD
2. Participants will be able to learn the importance of and identify methods for a successful referral process for FASD
3. Participants will be able to learn about the different evidence-based diagnostic methods		RN/LPN CEs: 3.0
Counselor CPEs: 3.0
Social Work CPEs: 3.0
Psychologists MCEs: 3.0
OCDP RCHs: P2 - 2.0, R1 - 1.0
Number of CEUs: 3.0		https://www.ebasedacademy.org/learn
52
E-BasedAcademyE-Learning CourseHow to Navigate School when You have a Child with FASD: Advocacy, Special Education Issues, Virtual Learning TipsCourse Description:
The training will focus on Individuals prenatally exposed to alcohol and face many challenges due to the symptoms of Fetal Alcohol Spectrum Disorder (FASD). These Individuals face many difficulties present in their daily lives, school, and social functioning as well as interpersonal and family interactions. This webinar will provide a basic understanding of the evidence-based practices and treatments for FASD. We will review the behavioral, academic, and social interventions and also include how some of the elements of these treatments can be included in traditional treatment modalities. Finally, the webinar will provide a wealth of resources for various domains such as organizations, referral sites, books, websites, etc. that would be of assistance to individuals, families, and caretakers as well as mental health providers.

Learning Objectives:
At the end of this module
1. Participants will be able to identify the evidence-based treatments for FASD
2. Participants will be able to gain knowledge about how to best advocate for a client or individual with FASD within various systems
3. Participants will be able to gain knowledge about various resources regarding diagnoses, treatment, organizations, books, websites and parent groups.		RN/LPN CEs: 3.0
Counselor CPEs: 3.0
Social Work CPEs: 3.0
Psychologists MCEs: 3.0
OCDP RCHs: C8 - 2.0, C7 - .50, TR1 - .50
Number of CEUs: 3.0		https://www.ebasedacademy.org/learn
53
E-BasedAcademyE-Learning CourseTreatment Advocacy and Resources for FASDCourse Description:
Individuals prenatally exposed to alcohol face many challenges due to the symptoms of Fetal Alcohol Spectrum Disorder (FASD). These difficulties present in their daily lives, school and social functioning as well as interpersonal and family interactions. This webinar will provide a basic understanding of the evidence-based practices and treatments for FASD. We will review the behavioral, academic, and social interventions and also include how some of the elements of these treatments be included in traditional treatment modalities. Finally, the webinar will provide a wealth of resources for various domains such as organizations, referral sites, books, websites, etc. that would be of assistance to individuals, families and caretakers as well as mental health providers for their clients with FASD.

Learning Objectives:
By the end of this module
1. Participants will be able to identify the evidence-based treatments for FASD
2. Participants will be able to gain knowledge about how to best advocate for a client or individual with FASD within various systems
3. Participants will be able to gain knowledge about various resources regarding diagnoses, treatment, organizations, books, websites and parent groups.		RN/LPN CEs: 3.0
Counselor CPEs: 3.0
Social Work CPEs: 3.0
Psychologists MCEs: 3.0
OCDP RCHs: C8 - 2.0, TR1 - .50, PR1 - .50
Number of CEUs: 3.0		https://www.ebasedacademy.org/learn
54
E-BasedAcademyE-Learning CourseAn Introduction to Fetal Alcohol Spectrum Disorders: Impact of Prenatal Alcohol ExposureCourse Description:
Individuals prenatally exposed to alcohol face many challenges due to the symptoms of Fetal Alcohol Spectrum Disorder (FASD). These difficulties present in their daily lives, school and social functioning as well as interpersonal and family interactions. This webinar will provide a basic understanding of how prevalent FASD is, and the impact of prenatal alcohol exposure on the unborn baby.

Objectives:
By the end of this module -
Participants will be able to identify the impact of alcohol on the unborn baby.
Participants will be able to identify the symptoms and red flags of Fetal Alcohol Spectrum Disorders.
Participants will be able to gain basic knowledge on the impact of prenatal alcohol exposure across the life span.		RN/LPN CEs: 3.0
Counselor CPEs: 3.0
Social Work CPEs: 3.0
Psychologists MCEs: 3.0
OCDP RCHs: 3.0 (R1 & P2 Classification)
Number of CEUs: 3.0		https://www.ebasedacademy.org/learn
55
E-BasedAcademyE-Learning CourseRCF: Personal Care Services and Assistance with Self Administration of Medication TrainingCourse Description:
This course is an overview of the personal care provided in class one and two facilities. The provisions of OAC 5122-30-26 are applicable to class one and two residential care facilities which are required to provide personal care services. The training will also provide guidance related to OAC 5122-30-28 Assistance with Self Administration of Medication.
Learning Objectives
1. Participants will be able to recognize the provisions of care for class one and two residential care facilities
2. Participants will be able to describe how to safely assist residents with self-administration of medication		 Participants receive 2.5 hours of training credit. No CEhttps://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseOhio SBIRT: Reinforcing Change with Motivational InterviewingLearning Objectives
Building upon foundational Motivational Interviewing spirit and skills, this course focuses on enhancing behavior change by reinforcing Change Talk and navigating Discord. Participants are provided opportunities to observe Change Talk and Sustain Talk as well as practice responding to common discord statements.

Content
Participants will be able to recognize Stage of Behavior Change.
Participants will be able to describe Change Talk and Sustain Talk.
Participants will be able to identify Preparatory Change Talk and Mobilizing Change Talk (DARN CATs).		RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Number of CEUs: 1.0COUNSELOR EDUCATION CLASSIFICATIONS: 1.00 C2 – Counseling Procedures & Strategies with Addicted Populations 		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseOHIO SBIRT: Foundational Skills of MICourse Description:
This course focuses on the foundational skills of the evidence-based practice of Motivational Interviewing through the scope of Screening Brief Intervention and Referral to Treatment. The course focuses on the skills proven efficient in helping people change health behaviors including open-ended questions, affirmations, reflections, and summaries. The course will illustrate examples of MI adherent patient interactions to demonstrate the various ways the skills can be utilized.

Learning Objectives:
Every participant will be able to distinguish and open-ended question from a closed-ended question and describe the benefits to using an open-ended question.
Every participant will be able to create an affirmation that ties a patient’s actions to a character strength there by increasing confidence and sense of ability.
Every participant will be able to classify reflections as either simple, complex, or double-sided and identify when is the appropriate time to use each.
Every participant will be able to determine if a patient-provider interaction is adhering to Motivational Interviewing principles. 		RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEUs: 1.0 (P2 & C2)		https://www.ebasedacademy.org/learn
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E-BasedAcademyE-Learning CourseDeaf Cultural Competency for Mental Health Professionals Part 1 - Introduction to the Deaf Experience and ASLCourse Description:
The first module of the video training "Deaf Cultural Competency for Health Professionals," "Introduction to the Deaf Experience and ASL" includes a 15 minute introduction to the project, presenters, and training objectives. Following the introduction, trainers will give a one-hour, interaction presentation covering hearing loss and deafness, understanding the limitations of speech reading, and introducing deaf culture and deaf identity. The final 45 minutes covers the history of American Sign Language, explaining the linguistic differences between ASL and English, and introduces other manual modalities that might be encountered.

Learning Objectives:
1. Participants will gain a basic understanding of deafness, hearing loss, deaf culture and identity.
2. Participants will learn about speech reading and it's limitations, especially in a mental health setting.
3. Participants will gain an appreciation of American Sign Language as a direct language from English.		Counselor CPEs: 1.25 per RCX068915
Social Work CPEs: 1.25 per RSX088902
Psychologists MCEs: 1.25 per 311334820
Number of CEUs: 1.25		https://www.ebasedacademy.org/learn
59
E-BasedAcademyE-Learning CourseDeaf Cultural Competency for Mental Health Professionals Part 2 - Clinical Work with Deaf and Hard of HearingThe second module of the video training "Deaf Cultural Competency for Mental Health Professionals," "Clinical Work with Deaf and Hard of Hearing" illustrates the barriers deaf and hard of hearing individuals face when seeking mental health care and presents a better model for providing equal access to these services. Also, this module presents an overview of the mental health disorders most common in the Deaf community and how these disorders interact with deafness. The presentation also describes the process of providing mental health care to deaf individuals including intake, assessment, and treatment approaches.

Learning Objectives:
1. Participants will be able to identify common barriers to mental health care for def and hard of hearing individuals including language dysfluency, unqualified interpreters, and lack of accessible services.
2. Participants will learn actionable steps toward making mental health care accessible to deaf and hard of hearing individuals.
3. Participants will gain an understanding of language deprivation syndrome and its impact on mental health treatment.		Counselor CPEs: 2.75 per RCX068915
Social Work CPEs: 2.75 per RSX088902
Psychologists MCEs: 2.75 per 311334820
Number of CEUs: 2.75		https://www.ebasedacademy.org/learn
60
E-BasedAcademyE-Learning CourseDeaf Cultural Competency for Mental Health Professionals Part 3 - Interpreting in Mental Health Care for Effective ServicesDescription:
The third module of the video training, "using ASL Interpreting in Mental Health Care for Effective Services" Includes a discussion of the importance of using skilled and qualified interpreters and how interpreters can be an essential part of the Mental Health care team. Finally, this module covers ethical guidelines and resources available to mental health agencies for collaboration in order to provide the most effective services to deaf patients.

Learning Objectives:
1. Participants will learn how to select a qualified ASL interpreter for the mental health care setting.
2. Participants will learn practical steps for effectively using an interpreter as a collaborative partner in therapeutic care.
3. Participants will learn ethical guidelines for providing effective collaborative services to deaf patients with their own agency. 		Counselor CPEs: 1.25 per RCX068915
Social Work CPEs: 1.25 per RSX088902
Psychologists MCEs: 1.25 per 311334820
Number of CEUs: 1.25		https://www.ebasedacademy.org/learn
61
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022 - An Inclusive and Individualized Response for Victims of Crime with Disabilities: The Adult Advocacy Center ModelCourse Description:
Presenters will provide a look into the Adult Advocacy Centers (AACs). The Adult Advocacy Centers are the first centers that will be equipped to provide holistic, accessible and trauma-informed services to adult crime victims with disabilities in a universal and multi-sensory environment. The AACs will work in partnership with state, regional and community agencies to coordinate a response that promotes the safety and well-being of all individuals. To provide these services, the AACs will facilitate multi-disciplinary teams (MDTs) within local communities. A deeper look into this unique approach to victim services will assist participates in understanding best practices for survivors.

Learning Objectives:
Gain an understanding of the Adult Advocacy Center model
Understand how communities can work together to form a multi-disciplinary team to have a holistic response with this model.
Understand how a universal and multi-sensory building design allows for truly inclusive services for crime victims.		 OhioMHAS, DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
62
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Using Play to Help Refugee Children and their Families Cope with Trauma, Crisis, and StressCourse Description:
Play is critical for assisting young children healing from crisis and toxic stress. Play can be used as a tool for young children to address the negative impact of a traumatic experience in a way that can promote healing. Through play a young child can learn to overcome fears by asserting control over their immediate environment. Uninterrupted play is a vehicle for young children to strengthen healthy self-expression. Play, when it is engaged in with nurturing adults, can buffer a young child's exposure to toxic stress by enhancing coping skills for dealing with crisis produced anxiety. Play allows a young child to reenact a past event in a manner that helps the child to gain a sense of personal control over the outcome. Exposure to trauma can influence how a young child plays with toys and what a young child uses as a topic for play. A playful activity can lead to an enhanced sense of emotional security and resilience in the face of trauma by allowing a young child to dramatically act-out a stressful event and navigate it with a sense of personal success. In fact, young children may re-enact a traumatic experience over and over attempting to process the incident in a way that can achieve a greater sense of self-efficacy. Our work with the young children of Syrian refugees in Turkey and refugee children from Latin America has demonstrated how the negative changes in the brain architecture of young children can be countered through nurturing free play as a vehicle for overcoming the toxic stress of traumatic experiences. Additional insights have been gained through preliminary work with the young children of Ukraine.

Learning Objects:
1. Participants will understand the developmental importance of following the child's lead in child-initiated play as a tool for coping with stress and crisis
2. Participants will understand the developmental importance of following the child's lead in child-initiated play as a tool for coping with stress and crisis
3. Participants will learn how to reframe negative thoughts as a vehicle for energizing free play with young children		 OhioMHAS, DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
63
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Underneath The Iceberg - Anti-oppressive and Trauma Informed Approaches to De-escalationCourse Description:
The consequences of trauma exposure can be devastating for a survivor and often impacts many domains of their functioning. As a result, survivors of trauma can present with a wide array of reactions and behaviors, including some that those trying to help may view as challenging. This often results in responses that exacerbate the impact of trauma, reinforce stigma, and contribute to widening health disparities by creating barriers to helping those who need it the most. Those attending this workshop will learn about how using a trauma informed lens can lead to a better understanding of how to help all survivors of trauma, address challenging behaviors, and build resilience.

Learning Objectives:
1. Participants will have increased understanding of the concept of the imperfect survivor and the possible role of trauma and oppression underlying explosive or disruptive behavior.
2. Participants will have increased awareness of how biases, ego, and our need to protect ourselves can impact our interpretation of challenging behavior and how to use a trauma informed lens to think about and react to these behaviors in more helpful ways.
3. Participants will learn both proactive strategies to prevent "activation" and reactive strategies to de-escalate explosive or disruptive behaviors.		 OhioMHAS, DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
64
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Trauma Resilient Care Evidence Based InterventionsCourse Description:
This training will discuss the impact of severe maltreatment on child survivors, and the comprehensive interventions needed to build resilience, including mental health, child welfare, medical, and spiritual interventions. This training utilizes the science on severely maltreated children as well as clinical experience treating severe abuse and torture survivors to identify the sequelae typically seen in these children, particularly psychosocial and psycho-developmental harms. Specific psychosocial treatment recommendations are offered, including evidence-based models that build the capacity of children to engage in healing relationships with foster parents, kinship caregivers, residential staff, or other healthy adults. Significant research indicates that the presence of healing relationships is the most powerful and predictive resilience factor for abused children. Harms and needed interventions are also identified for child welfare, medical care, and spiritual/religious care. Spiritual care may be vital when the abuse was religiously motivated. Participants will have access to the newest paper from the Center for Child Policy: Child Torture in Families: Victim Impact and Professional Intervention, as well as two new case studies- highlighting the various sequelae and treatment outcomes from actual child survivors.

Learning Objectives:
1. Participants will be able to identify at least three evidence-based interventions for building resilience capacities in severely maltreated children
2. Participants will be able to articulate the importance of caregiver- and relationship-based interventions for severely maltreated children
3. Participants will gain practice applying new knowledge to real-life case studies and will present their ideas for large group discussion		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
65
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Trauma Informed Care and Integrated Care / Interprofessional CollaborationCourse Description:
Two separate movements have gained increasing momentum over the years: Trauma Informed Care and Integrated Care/Interprofessional Collaboration. These two movements are inherently aligned and intersecting, although not often unified in trainings, system policies, or individual care. The inclusion of Integrating Care as a core principle of Trauma-Informed Care was most directly addressed by Guarino, Soares, Konnath, Clervil, and Bassuk (2009), who assert the importance of maintaining a holistic view of consumers and their process of healing and facilitating communication within and among service providers and systems. Meanwhile, Interprofessional Collaborative Practice has rapidly expanded with healthcare reforms as a key strategy to providing comprehensive, high-quality healthcare, with increased attention towards training a behavioral health workforce in this model of care (Lamparyk, Williams, Robiner, Bruschwein, & Ward, 2021). Few scholars have addressed the intersection of these two movements (e.g. Hanson, Walsh, & Price, 2021; Strolin-Goltzman, Breslend, Deaver, Wood, Woodside-Jiron, & Krompf, 2020), with the separate movements largely siloed into either the community/public sectors or the medical settings, respectively. While there is an agreement that these two areas are interrelated, the implementation of integrating both practices into policies, education, and individual care have not yet been realized. This current presentation aims to inform the audience on how integrated- and trauma-informed- care are inherently aligned and practical strategies for incorporating each into business strategy, staff training and education, and professional practice. The workshop will target the intermediate audience who comes with a basic understanding of trauma-informed care concepts and interest in deepening their understanding and practice of how integrated care can be incorporated. The topic is innately applicable across specific areas of practice settings and broad populations, although is specifically relevant for the most vulnerable populations that are disproportionately likely to have experienced trauma as well as have chronic physical health concerns. Research on current state and best practices integrating these two movements will be provided, including the intersectionality of cultural and diversity factors, and the implications for health disparities. Participants will be engaged in audience discussion and guided in practical strategies to align trauma-informed and integrated care best practices, with a focus on interprofessional trauma-informed education and professional practice.

Learning Objectives:
1. Describe the intersectionality of Integrated Care with Trauma Informed Care in current policies, research, and best-practices.
2. Discuss the benefits of synthesizing these movements for marginalized and vulnerable populations.
3. Develop practical strategies to align trauma-informed and integrated-care best practices.		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
66
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Surviving Trauma and PTSD - A Survivor's PerspectiveCourse Description:
This Workshop is aimed at enhancing understanding of the traumatic nature of a cancer diagnosis and treatment and the risks posed by both with respect to developing PTSD in patients and survivors and their families. Cultural factors, mental health support and personal coping styles play a big role in surviving, healing and thriving after exposure to trauma. Trauma-Informed Care is still not pursued in the field of Oncology and medical practice in general. This workshop will focus on raising awareness about the need for mental professionals to understand and appropriately diagnose PTSD using DSM-5 criteria.

Learning Objectives:
1, Participants will understand that a cancer journey can be very traumatic to both patients and their family members and learn about medication and psychotherapy strategies that were useful/not useful in treating this patient.
2. Participants will learn more about patient-specific acute trauma and PTSD symptoms and understand how misdiagnosis of the patient's condition lead to development of full-blown PTSD with repeated triggering of PTSD.
3. Participants will understand the impact of community service and ECT on this patient's healing from PTSD and developing resilience and coping mechanisms		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
67
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Preventing Caregiver Burnout - Moving From Languishing to FlourishingCourse Description:
Courage to Caregivers is a nonprofit based in Northeast Ohio, now serving caregivers throughout North America, with the mission to provide hope, support, and courage to caregivers and loved ones of those living with mental illness. We provide three programs for mental illness caregivers: Caregiver Peer Support; Breathing Meditation and Support Groups. We know that when you take better care of yourself, you provide better care to others - we're in the caregiver burnout prevention business. If there's anything we've learned from the pandemic, it's that the world is feeling stressed out and many are burned out - the pandemic has been a source of additional trauma, especially for professional caregivers as well as unpaid family caregivers. As the pandemic raged on, many have also felt burnout. Trouble concentrating - not excited about 2022 - "it wasn't burnout - we still had energy. It wasn't depression - we didn't feel hopeless. We just felt somewhat joyless and aimless. It turns out there's a name for that: languishing. Languishing is the neglected middle child of mental health. It's the void between depression and flourishing - the absence of well-being. You're not functioning at full capacity. Languishing dulls your motivation, disrupts your ability to focus." ~ Adam Grant. We can move from languishing to FLOURISHING. It starts with understanding stress, what causes stress, and where we hold stress. Learning ways to cope with stress can help each of us manage our daily lives - moving from survival-mode to thrival-mode. Stress is a part of life ... but doesn't have to knock us flat. Even though stress is a part of everyday life, it doesn't have to control us, we can control it. If we can understand stress - we are able to better cope and manage the stress life throws at us. If we can learn to notice our body's response to stress, identify our stressors, and develop ways to relax during a stressful moment, we can give ourselves the chance to regroup, review options, and make confident decisions. Stress can be manageable. We often talk about feeling stressed. Understanding what causes stress, what it looks and feels like for each person, and learning ways to cope with stress can help each of us manage our daily lives. Not all stress is bad - it can be helpful when it keeps you safe from harm or helps you achieve a goal. But, stress can be harmful when it lasts for a long time with no periods of relief - aka pandemic stress. Every time we solve a difficult problem, face an uncomfortable situation, or survive a crisis, we build confidence that we can do it again. You have the ability to thrive and grow as you gain coping skills and recognize your strengths and limits. Know what you can do, and know when to ask for help. You can be confident as you cope and manage the stress of daily life. Stress is a cycle. "Stress isn't bad for you - being STUCK is bad for you." ~ Emily and Amelia Nagoski There is a beginning - middle and END. Emotions don't have to get stuck in your body - you CAN complete the stress cycle! This workshop will cover the difference between compassion fatigue and burnout. We then move into understanding stress; the effect of trauma, including the loneliness and isolation of the pandemic; identifying stressors; the emotions associated with these stressors; the stress cycle; coping strategies for stress; and the importance of setting goals and creating an action plan for moving from survival mode to thrival-mode. Presenters will infuse several breathing and meditation techniques throughout this workshop as examples of tools to better cope and manage the stress of caregiving from our Courage to Caregivers Breathing Meditation program. We know that the stress of caregiving has been found to take 10 years off of a caregivers life. Stress is literally killing us. Finding healthy coping strategies & techniques to reduce stress can ultimately prevent caregiver burnout and help caregivers reclaim 10 years!

Learning Objectives:
1. Compare and contrast the mental health continuum from depression to flourishing, with languishing in between.
2. Define stress and trauma, the stress and trauma of the pandemic specifically, and its effects on our bodies, emotions and behaviors. Identify and name emotions as related to languishing and flourishing.
3. Discover a minimum of one strategy to better cope and manage stress that can be incorporated into daily practice. Determine one goal that will incorporate this new coping strategy.		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
68
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Bringing Hope HomeCourse Description:
Balancing reality with optimism and hope, has probably been more challenging in the past few years than ever in our lives. Let’s take some time together to recognize, honor, and celebrate our ability to survive, adapt, and continue growing personally and professionally. Hidden in our struggle is the resilience needed to propel us, our organizations, our staff, and those we support forward in new ways. These costs and gifts of caring can be placed onto a continuum that progresses from compassion distress to compassion satisfaction and even to compassion resilience. Please join us in exploring the neuroscience of resilience, how you are already harnessing its energy, and new ways to engage it to grow yourself, your systems and beyond. We will identify concrete steps for individual and organizational growth that fit within a framework supporting our forward motion, creativity and connection through the costs and gifts of caring from compassion distress to compassion resilience.

Learning Objectives:
1. Identify and address Compassion Resilience by exploring structural, systemic, and synergistic stressors, how to recognize and reduce them in your organization, for staff, those served, and personally.
2. Identify and develop Compassion Satisfaction by assisting supervisors, staff, and administrators in helping those they serve move onto the Empowerment Triangle while recognizing the challenges connected with their work.
3. Identify and build Compassion Resilience by engaging resilience-based approaches and the five good things found in mutually enhancing relationships to develop a personal leadership and organizational care plan and an approach to coach others how to do the same.		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
69
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Invisible Barriers to Thriving - Sensory Processing Disorder, ACES, and PTSDCurrent research states that nearly 1 in 2 individuals in the US (45 %) have experienced at least one ACE (Adverse Childhood Experience), 1 in 5 (20%) of children have a mental illness, 1 in 6 (16%) have SPD (Sensory Processing Disorder), 1 in 25 (4%) have PTSD and 1 in 36 (2.7%) have ASD (Autism Spectrum Disorder). Though these conditions have disparate roots, they all contribute to sensory discomfort that affects individuals' ability to comfortably function in public spaces, learning environments, and job sites. The disruption to routine life that Covid 19 has created has wreaked havoc for people already suffering from the sensory overload and trauma that these conditions aggravate. This session is applicable for educators, administrators and family members who are striving to help their students/children/family members learn to strategize and manage the effects of Sensory Processing Disorder, and how it impacts negotiating school and other public spaces. The presentation explores the details of SPD and ACES and how they interact to affect one's daily life, and strategies to begin to build resilience through understanding one's own sensory needs. The session includes resource material and strategies for participants to bring back to their schools, classrooms and community organizations, to help both the individuals with SPD identify sensory triggers, and to help the support team build a truly workable strategy of support and inclusion for those suffering from sensory overload.

Learning Objectives:
1. Analyze Sensory Processing Disorder and how it presents in public spaces, such as classrooms, stores, museums etc.
2. Recognize the overlap between SPD and ACES
3. Develop strategies to mitigate sensory overload		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
70
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Healer HEAL Thyself - Holistic, Embodied, Authentic, LeadershipCourse Description:
This workshops will be about helping your organization cultivate communities of practice and cultures of presence by using a framework that integrates our collective capacity to H.E.A.L.: Holistic refers to the recognition of ourselves as complex creatures; mental, emotional, physical, spiritual, culturally entrained, and informed beings wired for survival and belonging in direct relational connection with our living ecosystems and environments. Embodied refers to our commitment to practice centering the body's intelligence and capacity to self-organize and self regulate in service to healing, change, growth, and relational safety. Authentic refers to our capacity to internally attune, to know oneself, and to practice authoring the moments and meaning making of our stories. Leadership refers to our capacity to use our own nervous systems as instruments of peace, to practice self- regulation in service to co-regulation as a practice of relational leadership. In our time together we'll unpack these terms and support participants in understanding how their own leadership can be bolstered by creating a culture of self-reflection and personal accountability in order to build resilient organizations.

Learning Objectives:
1. Participants will understand the importance of self-regulation in service to co-regulation.
2. Participants will be able to identify strategies to enhance healing centered care within themselves and their organization.
3. Participants will identify the why and how of building holistic, embodied, authentic leaders within their organizations and communities.		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
71
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2022: Don't Let Trauma Informed Be Traumatic - Universal Best PracticesCourse Description:
As more organizations become "trauma-informed," there is an increase in using trauma screeners and discussing patient trauma history. The ACE questionnaire is one example. However, even the original founder of the ACE study, Dr. Anda, has stated that this is a "crude measure" at best, and at worst, can be re-traumatizing for patients. Organizations must avoid re-traumatizing patients and instead move beyond "trauma-informed" to "trauma-competent." Trauma-competent organizations recognize that early childhood adversity is nearly universal, and therefore, adoption of Universal Best Practices that serve all children and families is the best approach to avoid re-traumatization. Universal Best Practices can be adopted by all practicioners at every level, and can be applied in every situation. They include, but are not limited to, Increasing Predictability, Decreasing the Power Differential, Increasing Self-Regulation, and Increasing Cultural Responsive Practices. In this session, participants will be made aware of the limitations of trauma screeners and the potential dangers of exposing clients to continued assessments and questionnaires. Participants will also learn about the Universal Best Practices outlined above, and Resilience Skills to move from trauma-informed to trauma-competence.

Learning Objectives:
1. Participants will know the dangers and counter-indicators of using trauma screeners such as the ACE study.
2, Participants will learn Universal Best Practices for treating all people, regardless of trauma history.
3. Participants will identify Resilience Factors that can be applied to Trauma-Competent Practices.		 OhioMHAS,DODD and ODEPsychologists - 1.5 MCE'S
Social Workers and Counselors - 1.5 CPE's
RN’s and LPN’s - 1.5 CE's		https://www.ebasedacademy.org/learn
72
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021- Using Restorative Justice & Trauma Informed Approaches to Reduce School DisciplineCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. Research shows that children who are suspended encounter more negative life outcomes than those who are not. Children who are suspended miss important instruction time and are behind their peers when they return to school, creating a cycle of lower academic achievement and disengagement from school. (Gregory, et al, 2006). Out-of-school suspensions often exacerbate behavioral issues, and disproportionately affect minority, poor, and disabled students, and are the first step on the school to prison pipeline. This presentation will focus on the ways that educators can respond to negative behaviors using trauma-informed and restorative justice approaches to school discipline focused on reducing harmful suspensions and expulsions. A restorative approach in a school shifts the emphasis from managing inappropriate behavior and dispensing punishment to focusing on the building, nurturing and repairing of relationships.

Learning Objectives:
Recognize Exclusionary Discipline disproportionately impacts students in poverty, disabled students, racial minorities, LGBTQ students, and disabled students, and is associated with negative life outcomes across the board.
Recognize that chronic trauma, including toxic stress from living in concentrated poverty or around substance misuse, can cause serious problems with learning and behavior
Recognize that coupling trauma-informed practices with restorative justice practices is our best opportunity for creating safe schools for students and staff alike, better outcomes for students, and interrupting the school-to-prison pipeline		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
73
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021- Understanding the Interconnection of Fetal Alcohol Spectrum Disorders (FASD) and Trauma: Trauma-Informed Approaches to Differentiate and Cope with the Effects of Prenatal and Postnatal-Trauma Experiences Including COVID-19 ImpactsCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. Fetal Alcohol Spectrum Disorders (FASD) is a neurodevelopmental disorder which results in cognitive, behavioral, emotional, and adaptive functioning deficits. Individuals with FASD are three times more likely to be abused or neglected during childhood than typically developing children and are more likely to witness violence, experience neglect, and be victims of physical and sexual abuse. The presentation will address the stigma of carrying a FASD diagnosis as well as point out the disparities regarding accessing diagnostic and proper treatment services to address the symptoms associated with FASD. As the impact of postnatal trauma experiences and COVID-19are explored, the confounding impact of race, socioeconomic status, and foster care involvement on the barriers to diagnosis and risks for further postnatal trauma will also be addressed.

Learning Objectives:
Participants will be able to identify common occurrences of trauma in children with FASD
Participants will be able to further understand how trauma symptoms may present themselves in individuals with FASD and how to differentiate between FASD, trauma, and exacerbation of existing cognitive, behavioral, adaptive, and emotional difficulties
Participants will further their knowledge on current literature and techniques related to assisting children with FASD cope with past trauma experiences as well as the present confounding impact of the COVID-19 pandemic		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
74
E-BasedAcademyE-Learning Course
TIC Virtual Summit 2021- Trust Based Relational Intervention (TBRI)		Course Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. Trust Based Relational Intervention (TBRI) is an evidence based, trauma-informed intervention that is designed to meet the complex needs of vulnerable children. How we meet the everyday needs of vulnerable children has become increasingly important due to the heightened amount of uncertainty and upheaval in their lives. TBRI has three key principles: Empowering Principles, Connecting Principles; and, Correcting Principles. These key principles address the "whole child". The presenters will discuss how to stay connected during a time when everything is so disconnected, activities we are using to reconnect with our clients, we will also discuss many issues that are being faced by families during the pandemic. Presenters will be working through the steps of a Nurture Group which is the common In-Home Coaching practice.

Learning Objectives:
Explain TBRI, the Attachment Cycle, and what happens when it goes wrong
Describe multiple ways TBRI can help families build and maintain relationships and present disruptions in light of all the issues that arise during the pandemic
Recognize how the services offered by the TBRI Practitioners at NOAS can help foster/adoptive/kinship and even biological families stay connected or reconnect during this very difficult time or even in the future		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
75
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021- Trauma Informed Music & Art Therapy with Forensic ClientsCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. This workshop will be geared toward professionals who already have a basic understanding of forensic inpatients residing in a psychiatric facility. Presenters will give information about changes to community reintegration, music therapy, and art therapy programming during the pandemic. Participants will gain an understanding of how to bring the community to the patients versus taking the patients to the community; how to adapt off-unit music and art therapy programming; how to increase feelings of safety and security during a time of tremendous change; and how to engage patients during a lengthy period of quarantine using trauma-informed guiding principles.

Learning Objectives:
Participants will gain an understanding of how the pandemic has impacted inpatient psychiatric care with a focus on community reintegration, music therapy, and art therapy programming
Participants will learn specific trauma-informed techniques when working with inpatient psychiatric clients during the pandemic
Participants will learn specific trauma-informed techniques when working with inpatient psychiatric clients during the unit quarantine, during which they were more isolated to minimize infection control risks		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
76
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021- The Missing Piece: When Trauma Survivors Experience Brain InjuriesCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. The workshop will present a trauma-informed framework emphasizing creating brain injury informed programming. Participants will be given tools and techniques for early identification and detection of possible brain injuries. The presentation will include a discussion on a theoretical model developed by the presenters that emphasizes when neurologic trauma continues to be unidentified and untreated, it increases exposure to risk behaviors fueling premature morbidity and mortality, and contributes to our most costly and preventable public health problems. The model includes opportunities for intervention to prevent early death and decreased quality of life.

Learning Objectives:
Attendees will learn at least three symptoms of traumatic and hypoxic-anoxic brain injuries
Attendees will identify at least two ways in which unidentified brain injuries can contribute to increased
Attendees will develop at least two strategies to integrate knowledge of brain injury into programming		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
77
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021- Sustaining a Trauma-Informed Culture: Thriving Together in Times of UncertaintyCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. The Covid-19 pandemic has changed the landscape in which we live, work, and connect with one another. In addition, divisions within our political system, social and cultural inequities, and an economic crisis exacerbate anxiety and stress depleting our ability to utilize normal coping strategies effectively. Participants will learn strategies to increase agency-wide engagement from the top down and bottom up. When these strategies and subsequent actions steps are taken, the concepts of trauma-informed care can truly remain alive and continue to flourish.

Learning Objectives:
Participants will be able to identify how our current climate presents challenges to sustaining trauma-informed care, as well as necessity in adhering to principles
Participants will identify adaptive strategies to engage employees in trauma-informed care virtually
Participants will learn how to affect change at a policy or executive office level, as well as engage non-clinical staff in concepts of trauma-informed care		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
78
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021- Providing Resiliency and Hope During TraumaCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. This workshop will highlight the trauma-informed approaches provided to families and children whose lives have been affected by HIV/AIDS, administered by the Ursuline Sisters HIV/AIDS Ministry. Overall, this Ministry is dedicated to delivering medical services, child & family support services, housing services, food delivery, and an on-site food pantry, and its Children & Family Support Services proved to be an even more important outreach during the pandemic.

Learning Objectives:
Recognize the 6 principles of Trauma Informed Care
Identify concrete and specific strategies to use with clients to support each of the 6 principles of TIC
Describe research-based traits that resilient individuals have and specific strategies to increase resiliency in providers and our clients		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
79
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021 - Integrating Trauma-Informed Care Practices into Suicide Prevention EducationCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. The Integration of Trauma-Informed Practices into Suicide Prevention Education workshop promotes the idea of brain health both in the classroom and at home. Presenters will offer mindful self-care strategies that can be practiced at home and in the classroom, personal stories current statistics and practices that support suicide prevention and depression awareness.

Learning Objectives:
Participants will understand how suicide prevention and depression awareness education are supported by the 4 R's of Trauma-Informed Care
Participants will gain an understanding what suicide prevention education aims to achieve and what supports are necessary as well as fighting stigma surrounding these topics.
Participants will recognize the importance of educator/parental self-care in our current environment		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
80
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021 - Creative Strategies to Combat Comorbid TraumaCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. This session will provide the practical application of creative strategies to combat comorbid trauma utilizing related services with practices based in evidence for individuals of all ages impacted by trauma and/or with developmental delays.

Learning Objectives:
1. Apply creative strategies and immediately implement into your practice to help traumatized children, teens, adults and families regulate their emotions and behaviors
2. Implement the use of simple and economical materials; what to use and when, so you can feel immediately confident using TIC creative strategies in your practice.
3. Playfully practice evidence based creative strategies via interactive-hand-on therapeutic creative experiences.		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
81
E-BasedAcademyE-Learning Course
TIC Virtual Summit 2021- Taking Flight: Learning to Navigate Life in and Beyond the Pandemic in an Inpatient Psychiatric Setting		Course Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. When faced with the uncertainty and upheaval of an unprecedented global event, even the most trauma-competent organization may find themselves fumbling in their response. The COVID-19 pandemic has left in its wake not only unique physical challenges, but a plethora of social, emotional, relational, and spiritual challenges as well. All of these challenges were certainly felt within the walls of Twin Valley Behavioral Healthcare, one of six state regional psychiatric hospitals within Ohio. A diverse panel of presenters from Twin Valley Behavioral Health will provide attendees with a glimpse of the challenges faced during the pandemic, specific trauma-informed responses to these challenges, and the learned outcome of each response.

Learning Objectives:
1. Participants will increase understanding of the principles of Trauma Informed Care.
2. Participants will enhance knowledge of how to adapt, and incorporate principles of TIC into, responses to critical incidents
3. Participants will be able to identify specific strategies and techniques that support recovery models for TIC and which can be used to advance the system of care when responding to a pandemic.		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
82
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021- Regulate Before You Educate: Self-Regulation and Implementation SupportsCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. Learning is state dependent. Teaching is state dependent. Stress drives this state. We need to be regulated before we can effectively teach, learn or help co-regulate others. Understanding regulation/dysregulation in self including preferences, triggers, and tools is key for healthy co-regulation. This session will focus on the three methods to self-regulation and explore effective regulation supports for in-person or remote learning environments.

Learning Objectives:
Identify personal signs of stress/dysregulation.
Describe the three methods of regulation including Bottom Up Somatosensory, Top-Down Reassurance, and Disassociation
Understand how to use a continuum of supports in a trauma sensitive physical learning environment to encourage regulation for all		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
83
E-BasedAcademyE-Learning CourseTIC Virtual Summit 2021 - Resilience in RecoveryCourse Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. An Ohio Drug Court wanted to build resilience for participants by incorporating trauma-informed practices. Project Be Happy L.L.C. (PBH) worked in partnership to develop a curriculum that included education on the effects of trauma and stress, body-based interventions, and life strategies to create a resilience plan for recovery. PBH incorporated yoga, energy medicine, essential oils and stress management techniques to help re-set the nervous system and give practical tools to the participants. In this workshop, the founders of Project Be Happy L.L.C. will discuss how to incorporate body-based techniques into a substance abuse program. They will provide a description of energy medicine, breath work, and movement practices, along with a demonstration and tips on how to engage participants online.

Learning Objectives:
Describe how body-based practices help to build resilience
Discuss how to incorporate body-based interventions into a substance abuse program
Participate in an energy medicine, breath work, and movement practice		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs:1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
84
E-BasedAcademyE-Learning Course
TIC Virtual Summit 2021 - Racism and Medical Trauma: Exploring Racial Disparities in Health and Effective Strategies to Address Medical Trauma and Mistrust During a Global Pandemic		Course Description:
The Ohio Departments of Mental Health and Addiction Services (OhioMHAS) and Developmental Disabilities (DODD) and Education (ODE) hosted the Eighth Annual Trauma-Informed Care Summit scheduled on May 18 and 19, 2021. The purpose of the Summit was to move our systems beyond trauma informed to trauma competence with specific a specific focus on Trauma-Informed Care in a Pandemic. This workshop explores racism as a primary factor to the racial disparities in the African American community by identifying traumatic events in American history that negatively impact the black community's perspective on the healthcare system. After exploring racism's role in health disparities, this training will review the impact of trauma on current healthcare disparities in the African American community. Lastly, this workshop will discuss effective, trauma-informed, strategies that can be implemented by various professionals to address medical trauma and mistrust of the healthcare system when working with African Americans families and communities.

Learning Objectives:
Identify three historical factors that contribute to the medical trauma and mistrust of the healthcare system in the African American community
Review current impact of trauma on racial health disparities
Explore effective strategies to address medical trauma and mistrust of the healthcare system		 OhioMHAS,DODD and ODERN/LPN Contact CE: 1.50
Counselor CPEs: 1.50
Social Work CPEs: 1.50
Psychologists MCEs: 1.50
OCDP RCHs: 1.50 (TR1 Classification)
Number of CEUs: 1.50		https://www.ebasedacademy.org/learn
85
E-BasedAcademyE-Learning CourseOOC: MAT in Child WelfareCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in Child Welfare course focuses on how the opioid epidemic impacts families and the child welfare system. The course provides evidence for the use of MAT and describes the role that child welfare can play to help families impacted by the opioid epidemic. A collaborative, community-based approach to addressing opioid addiction among families is reviewed.

Learning Objectives:
Understand the impact of the opioid epidemic on families and the child welfare system
Explain how child welfare agencies and staff can serve as partners to support families' recovery
Describe the evidence that supports MAT as part of the solution for treating OUD clients that are involved in the child welfare system.
Identify best practices for working with OUD clients and their families within the child welfare system		Ohio Opioid Curriculum (OOC)RN/LPN CEs: 1.0
Chemical Dependency CEs: 1.0 (TR1 & PR1)
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0		https://www.ebasedacademy.org/learn
86
E-BasedAcademyE-Learning CourseOOC: Best Practices in Urine Drug Testing for Addiction TreatmentCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Best Practices in Urine Drug Screening (UDS) for Addiction Treatment course explores the clinical value of performing UDS in opioid use disorder (OUD) treatment. Learners are taught how to conduct UDS, how to interpret results, and how to discuss the results with patients. The course highlight the positive opportunities that UDS can provide when working with OUD patients and examines various scenarios and outcomes related to the process.

Learning Objectives:
Understand the importance of UDS to promote treatment adherence and collaboration with OUD patients.
Identify best practices and processes for conducting UDS.
Understand how to interpret UDS results.
Develop skills for having tough conversations with patients around UDS results.		Ohio Opioid Curriculum (OOC)RN/LPN CEs: 1.0
Chemical Dependency CEs: 1.0 (C2 & PR1)
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0		https://www.ebasedacademy.org/learn
87
E-BasedAcademyE-Learning CourseOOC: MAT in General Primary Care and Family Practice SettingsCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in General Primary Care and Family Practice Settings course helps to equip providers in primary care settings with the knowledge and motivation to join the statewide effort to combat the opioid crisis. The course provides information regarding barriers, solutions, and resources related to assisting OUD patients on their road to recovery within the primary care setting.

Learning Objectives:
Understand how to provide MAT within the primary care and family practice setting.
Understand how providing MAT within the primary care and family practice setting helps to combat the opioid crisis.
Identify barriers and solutions related to treating primary care OUD patients.
Identify supports and resources for assisting primary care OUD patients on their road to recovery.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Chemical Dependency: 1.0 (TR1 & PR1)
Social Work CPEs: 1.0
Psychologists MCEs: 1.0		https://www.ebasedacademy.org/learn
88
E-BasedAcademyE-Learning CourseOOC: Self Care for Foster Parents - Preventing Secondary TraumaCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Self Care for Foster Parents: Preventing Secondary Trauma course reviews the complexity of the role of a foster parent and how the challenges within this role can impact their well-being. The course also teaches learners how to build resiliency and shift their thinking to address and prevent Secondary Traumatic Stress (STS).

Learning Objectives:
Understand how the challenges of being a foster parent impact their wellbeing.
Identify how Secondary Traumatic Stress (STS) occurs and its signs and symptoms.
Learn how to improve responses to stress and practical ways to build resiliency.
Identify resources and support for preventing STS and building resiliency. 		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Chemical Dependency : 1.0 (TR1 & PR1)
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0		https://www.ebasedacademy.org/learn
89
E-BasedAcademyE-Learning CourseOOC: Getting a Physician Practice Ready for Office Based Opioid TreatmentCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Getting a Physician Practice Ready for Office Based Opioid Treatment (OBOT) course educates providers on how to become a qualified prescriber to dispense buprenorphine for addiction treatment. The course highlights strategies and best practices for implementing OBOT and further examines additional support services for providers.

Learning Objectives:
Understand the benefits of OBOT as a strategy to combat the opioid crisis.
Describe how to become a qualified prescriber to dispense buprenorphine for addiction treatment
Identify best practices for implementing OBOT and strategies for organizational readiness.
Identify resources for OBOT support.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEs: 1.0 (TR1 & PR1)		https://www.ebasedacademy.org/learn
90
E-BasedAcademyE-Learning CourseOOC: Vicarious Trauma for Peer Support WorkersCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Vicarious Trauma for Peer Support Workers course provides an in-depth look at vicarious trauma and it's impact on peer supporters. The course identifies how peer supporters can build personal resilience and strategies for improving responses to trauma.

Learning Objectives
Define vicarious trauma is and its impact on peer supporters
Understand how to build personal resilience
Identify the personal impacts of vicarious trauma.
Develop practical strategies for improving responses to trauma.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEs: 1.0 (TR1 & PR1)		https://www.ebasedacademy.org/learn
91
E-BasedAcademyE-Learning CourseOOC: MAT in Obstetric SettingsCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in Obstetric Settings course examines the role of of the obstetric and gynecological (OB/GYN) providers in addressing opioid addiction in pregnant women. The course reviews best practices, common challenges and subsequent solutions, and resources for working with pregnant women with OUD.

Learning Objectives
Understand the role of obstetric and gynecological (OB/GYN) providers in addressing opioid addiction in pregnant women.
Recognize best practices for screening, selecting appropriate treatment, and referrals.
Identify solutions to common challenges encountered in treating pregnant women with opioid use disorder (OUD).
Identify clinical resources and supports for working with pregnant women with OUD.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEs: 1.0 (TRI & PR1)		https://www.ebasedacademy.org/learn
92
E-BasedAcademyE-Learning Course
OOC: MAT in Adolescent Medicine		Learning Objectives
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in Adolescent Medicine course focuses on how the opioid epidemic impacts adolescents and provides an in-depth overview of best practices for treating adolescents with MAT in collaboration with other services. A coordinated, community-based approach to addressing opioid addiction among adolescents is reviewed.
Content
Understand the treatment of OUD with MAT in adolescents.
Identify best practices for assessment, induction, and management of MAT
Describe the need for a collaborative, community-based approach to addressing opioid addiction among adolescents.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
COUNSELOR EDUCATION CLASSIFICATIONS: 1.00 C6 – Pharmacology
PREVENTION EDUCATION CLASSIFICATIONS: 1.00 R1 – Field Related Other
Psychologists MCEs: 1.0
Number of CEUs: 1.0		https://www.ebasedacademy.org/learn
93
E-BasedAcademyE-Learning CourseOOC: MAT in PregnancyCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in Pregnancy course focuses on how the opioid epidemic impacts pregnant women and reviews applicable legislation. A case study is examined to help clinicians understand best practices for treating pregnant women with an OUD. The significance of ongoing engagement and a coordinated, multi-systematic approach is explained.

Learning Objectives:
Understand the impact of the opioid epidemic on pregnant women
Recognize best practices for assessment and initiation of MAT for pregnant women.
Learn the importance of ongoing patient engagement and recommendations for engaging women in postpartum care
Understand the benefits of a coordinated, multi-system approach for treating pregnant women with OUD.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEs: 1.0 (TR1 & PR1)		https://www.ebasedacademy.org/learn
94
E-BasedAcademyE-Learning CourseOOC: Secondary Trauma for Child Welfare WorkersCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Secondary Trauma for Child Welfare Workers course provides an in-depth look at secondary traumatic stress (STS) and it's impact on child welfare workers. This course is designed to educate child welfare workers about how the demands of their job can influence their response to trauma and how to utilize resiliency as a key to improving their response.

Learning Objectives:
1. Define Secondary Traumatic Stress (STS) and how it occurs.
2. Understand how the demands of the child welfare position impacts their response to STS.
3. Identify the signs and symptoms of STS.
4. Understand practical ways to build resiliency and how it can improve responses to trauma.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEs: 1.0 (TR1 & PR1)		https://www.ebasedacademy.org/learn
95
E-BasedAcademyE-Learning Course
OOC: Secondary Trauma for Administrators/Organization Transformation		Course Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Secondary Trauma for Administrators/Organization Transformation course provides an in-depth look at secondary traumatic stress (STS) and it's impact on organizations and the workforce. This course is designed to educate organizations about building resiliency, post-traumatic growth and the benefits of becoming an STS-informed organization. A case study is examined to help learners further understand best practices to becoming STS-informed.

Learning Objectives:
1. Define secondary traumatic stress (STS) and its impact on organizations and the workforce.
2. Understand the benefits and best practices of becoming an STS informed organization.
3. Identify strategies to encourage post-traumatic growth and building resiliency.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency: 1.0 (TR1 & PR1)		https://www.ebasedacademy.org/learn
96
E-BasedAcademyE-Learning CourseOOC: MAT in the Emergency DepartmentCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in the Emergency Department (ED) course highlights the importance of providing MAT in the ED and addresses common myths and barriers for patients with opioid addiction receiving MAT in the ED. The course reviews best practices for screening and intervention in the ED, including prescribing naloxone, inducing buprenorphine, and linking patients to addiction treatment. Compliance considerations around prescribing MAT in the ED are also explored. The course reviews patient education and discharge protocol as well as the benefits of utilizing an integrated approach.

Learning Objectives:
1. Understand the importance of providing MAT the Emergency Department (ED) setting
2. Identify common myths and barriers for patients with opioid addiction receiving MAT in the ED
3. Understand best practices for screening, intervention, patient education, and discharge for OUD patients in the ED
4. Develop awareness of compliance considerations and regulations related to offering buprenorphine in the ED.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEs: 1.0 (TR1 & PR1)		https://www.ebasedacademy.org/learn
97
E-BasedAcademyE-Learning CourseOOC: MAT in Recovery HousingCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in Recovery Housing course educates learners on recovery housing in Ohio. The course defines the role that recovery housing plays in addiction treatment and best practices for supporting residents that choose MAT as a part of their path to recovery. Barriers and policies related to MAT in recovery housing are also explored.

Learning Objectives:
Define recovery housing and understand how it is operating in Ohio.
Identify the intersection between treatment and recovery housing.
Understand what MAT is, its importance in recovery, and how recovery houses can support residents receiving MAT.
Identify barriers to MAT in recovery housing and best practices for supporting MAT.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Chemical Dependency CEs: 1.0 (TR1 &PR1)
Social Work CPEs: 1.0
Psychologists MCEs: 1.0		https://www.ebasedacademy.org/learn
98
E-BasedAcademyE-Learning CourseOOC: MAT in Psychiatric SettingsLearning Objectives
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The MAT in Psychiatric Settings course provides guidance to clinical practitioners looking to develop or improve their use of evidence-based MAT in their inpatient or outpatient practices. Throughout the course, best practices, barriers, and workforce considerations for treating psychiatric patients with a co-occurring opioid use disorder (OUD) are explored.
Content
Identify how MAT can be used to help treat patients with OUD in psychiatric settings.
Understand the best practices and barriers for providing MAT to psychiatric patients.
Develop awareness of workforce considerations for providing MAT in psychiatric settings.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0		https://www.ebasedacademy.org/learn
99
E-BasedAcademyE-Learning CourseOOC: Behavioral Health Treatment for People with Opioid Use DisorderCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Behavioral Health Treatment for People with Opioid Addiction course focuses on how medical providers can use an integrated care approach to treat patients with an opioid use disorder. The course identifies how to link patients with behavioral health providers and identifies the medical practitioner role in the treatment process.

Learning Objectives:
Understand the importance of behavioral treatment in addiction recovery.
Identify the levels of care patients typically move through within the recovery system.
Describe evidence-based practices for treatment of opioid addiction.
Understand how to utilize an integrated care approach.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.0
Counselor CPEs: 1.0
Social Work CPEs: 1.0
Psychologists MCEs: 1.0
Chemical Dependency CEUs: 1.0 (TR1 & PR1)		https://www.ebasedacademy.org/learn
100
E-BasedAcademyE-Learning CourseOOC: Managing Pain in Patients with OUDCourse Description:
This course is part of a 23-course curricula series developed by expert healthcare professionals to educate a variety of disciplines about drug addiction and its impact. The Managing Pain in Patients with OUD course reviews the cycle of pain and addiction. The course highlights best practices for treating acute and chronic pain in individuals with OUD including the use of assessment tools and holistic recovery processes.

Learning Objectives:
1. Recognize the impact of pain on an individual's life and the cycle of pain and addiction
2. Understand how to assess a patients pain level and its impact on their function.
3. Identify best practices for treating acute and chronic pain in individuals with OUD.
4. Understand the importance of a team approach in treating pain and addiction.
5. Increase ability to promote holistic recovery.		Ohio Opioid Curriculum (OOC)RN/LPN Contact CE: 1.25
Counselor CPEs: 1.25
Social Work CPEs: 1.25
Psychologists MCEs: 1.25
Chemical Dependency: 1.25 (PR1 & C2)		https://www.ebasedacademy.org/learn